Teacher industrial action is a prevalent feature of public education systems across the globe. During the past few years teacher strikes have been observed in Argentina, Canada, Chile, China, France, Germany, India, Israel, Lebanon, Mexico, Russia, and the United States. A shared belief among policymakers across several of these countries is that teacher strikes disrupt learning and negatively affect student educational attainment. In some countries this sentiment has led to the enactment of legislation that severely restricts teachers' right to strike. However, despite the prevalence of teacher strikes across the globe--and the debates surrounding them--there is a lack of empirical work that credibly examines how they affect student long-run outcomes. The authors construct a new data set on teacher strikes in Argentina and use this to present the first evidence in the literature on the effect of school disruptions caused by teacher strikes on student long-run outcomes. Between 1983 and 2014 Argentina experienced 1,500 teacher strikes, with substantial variation across time and provinces, making this a particularly interesting case for the study of teacher strikes. They analyze the relationship between exposure to strikes in primary school and relevant education, labor market, and sociodemographic outcomes when the exposed students are between ages 30 and 40. They also examine whether the effects they identify carry over to the individuals' children.