Teachers and counselors are the gatekeepers or people closest to students in the schools who can make a difference in student suicide prevalence rates. Although suicide is the leading cause of death among youths between 15 and 24 years old, half the high schools in Texas do not have suicide prevention plans in place. The purpose of this qualitative descriptive generic study was to explore the experience of educators in recognizing the signs of suicide among students, including suicidal ideation. The sample included six counselors and four teachers. The interpersonal theory of suicide provided the framework for this study to understand why students engage in suicidal behaviors or have suicidal ideation and identify students at-risk for completing a suicide attempt. In-depth interviews and a focus group were used to collect data. The results of this study showed that there is a need to educate and prepare school counselors and teachers to identify suicidal behaviors and ideation and provide supports for at-risk high school students. Although the state of Texas mandates that schools develop and implement suicide prevention programs and training for counselors, teachers, and students, teachers and counselors are inadequately and inconsistently prepared to provide supports for student suicide. Recommendations for practice included developing and implementing sufficient suicide prevention supports, training, and protocols and to investigate how suicide-related issues are managed in high schools. The next logical step for future research is to conduct a multiple-case study to examine the viewpoints of school counselors, teachers, school leadership, and community stakeholders about the components that should be included in their school's suicide prevention plan. School district and school administrators must implement in-person suicide intervention, prevention, and postvention training throughout the school year for all staff and faculty if the devastating scourge of suicide will ever be reduced. [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.]