In the United States' technologically advanced society, high school students should be educated in life skills to help them understand the context and impacts of decision-making that will assist and develop a more effective transition to young adulthood. Life skills have been largely defined as skills and abilities that improve behavior, critical thinking, communication, interpersonal relationships, empathy, and the ability to cope with stress and emotions. A qualitative exploratory research study was used to glean perspectives on life skills education school districts from principals and teachers. This research focused on studies relating to life skills pedagogy in U.S. public high schools involving principals and teachers. This study found that most U.S. public schools do not formally teach or mandate life skills education or curricula in the high schools' grades nine through twelve. Schools have by law and legislative requirements focused on the No Child Left Behind Act (2001) mandating federal requirements teaching to tests. There are no federal requirements or mandates for life skills education and programs in schools. The study findings indicated that most schools have no standardized life skills didactics, curricula, or programs. Schools are inadequately teaching youth life skills education needed for students to become better citizens in society. [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.]