Many factors contribute to the academic success of elementary age students, but one must not overlook the importance of the classroom teacher. Measuring teacher absenteeism is difficult as it is not factored into local, state, or federal accountability requirements and teacher attendance policies are created locally through collective bargaining agreements. The purpose of this qualitative case study was to look through the lens of teachers working in schools with a high population of students classified as economically disadvantaged to gain a better understanding of the perceptions about, attitudes towards, and reasons why teachers use paid time off. The supports teachers working in Title I schools needed from building and district level administration to improve attendance and the effect school building culture and climate had on increasing or decreasing teacher absenteeism was explored. Through the use of surveys, a focus group, and semi-structured individual interviews the researcher gathered input from 55 unique participants working in Title I elementary schools. The findings of the study revealed teachers in Title I schools feel a negative stigma, guilt, and stress related to the utilization of paid time off. While addressing the supports necessary to improve attendance the teachers revealed the need for additional time and additional staff while also craving, small incentives in the form of recognition from district level leadership. Building a positive culture and climate was also paramount in reducing teacher absenteeism. Aligned to the Cabrini Mission Statement, this study provided a voice to the teachers in Title I schools allowing them to reflect on their practice and contribute to the Common Good and the betterment of education for all of their students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]