This qualitative study aimed to understand how educators view aging and emphasized how educators' past experiences with older adults and personal comfort level with aging influenced their beliefs and desire to teach about aging topics. Ageism harms older adults by creating adverse physical, mental, emotional, and socioeconomic health risks. Furthermore, ageism begins in childhood, and there is sufficient data to justify interventions to reduce or prevent ageist attitudes from developing in children. However, society has not broadly embraced or implemented educational interventions to prevent ageism. Educators are on the front line of this strategy; however, most educators do not have adequate knowledge about aging, so examining how well they comprehend and accept aging is essential because these factors may affect their willingness to teach about aging-related topics. The participants included 13 Arizona, California, and Illinois educators, including teachers and administrators in grades K through sixth grade. The theoretical framework for this study comprises the life course perspective and stereotype embodiment theory because both describe how people learn about aging and develop biases based on age that can result in ageism. The results show that educators' attitudes toward aging, their interactions with older people (whether positive or negative), and their perceptions of aging do not influence whether they consider teaching about aging. Instead, the support of administrators and parents, professional training, and appropriate aging materials that can be easily incorporated into their current curricula are more important. Much of the research cited in this study was significantly dated, indicating the need for more recent research in this area. Continued research is necessary to determine why aging content is not a standard part of elementary school curricula and the educators' role in this process. [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.]