This study focused on middle school and high school teachers in an independent school to explore their experiences and perceptions of overparenting in the classroom. The problem addressed by this study was the lack of understanding concerning middle and high school teachers' experiences and perceptions of overparenting in an independent school. Numerous studies have focused on the effects of overparenting on young adults in higher education and the parent perception of overparenting; however, less research focuses on the same phenomenon in primary and secondary schools and the teacher experience of overparenting (Hampden-Thompson & Galindo, 2017; Houri et al., 2019; Howard et al., 2019; Locke et al., 2016; Moilanen & Manuel, 2019; Sze Man Wong et al., 2018). Findings revealed five themes: a) the teacher experience of overparenting in the classroom impedes individual student growth and independence, b) communication with the parent is excessive, c) teachers overwhelmingly associated parent-teacher interactions with conflict and confrontation, d) teachers perceive overparenting influences teacher autonomy by forcing teachers to set boundaries, and e) teachers experience increased workloads. This study has provided insight into the experiences of middle and high school teachers in relation to overparenting and identified opportunities for better communication, improved learning environments and increased respect and compassion for teachers. [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.]