This qualitative study sought to examine how Israeli middle grades teachers perceive students' peer rejection in their classes. Using a phenomenological paradigm in a sample of 28 homeroom teachers, the study examined teacher perceptions of adolescent peer rejection and its causes, teachers' coping methods, and the support provided by the school. The findings indicate that teachers perceived the victim as the one who caused the rejection and who deviated from the norm. The teachers adopted strategies that included rejection therapy, working with the rejecting peer group, and recruiting the parents to support the process. The teachers felt frustration and difficulty because the victims neither turned to them for help nor regard them as sources of help. Because research has shown that most adolescents cannot be unequivocally classified as bullies or victims, it is important for teachers to become familiar with the dynamics of rejection, the participants, and their mutual influences. The implications of these findings for education and counseling are discussed.