The problem that was addressed in this study was that Title I high school teachers, in Southeastern Michigan, are unclear about how to accommodate their students, who experience parental incarceration and without the intervention of appropriate strategies, these students face a high risk of never completing their high school education and a high probability of experiencing incarceration, themselves. The purpose of this qualitative case study was to explore the experiences of Title I teachers and ask them to identify teacher strategies used to enhance graduation rates for students with incarcerated parents and the barriers these students faced, based on the teachers' perceptions and experiences. The theoretical framework used was social constructivism which included examining all the teacher responses to gain a better understanding of their strategies used. The final sample included nine Title I teachers from Southeastern Michigan who each verbally affirmed that they employed teacher strategies they perceived to be of value that boosted these students to complete high school on time. Semi-structured interviews with open-ended questions and documents were used as the data collection method to optimize the research results. Using the NVivo software, the researcher coded and categorized the data and the themes emerged. The results of the study spotlighted the need for ongoing and focused professional development for Title I and special education teachers and revealed how mass incarceration results in low student achievement. As well, mass incarceration was shown to also hike special education enrollment which contributes to the rising number of special education students being Black, male, and with an incarcerated parent. The results of this study could be used to improve the support of special education and Title I teachers and investigate the effectiveness of innovative training methods and interventions they should utilize to enhance the graduation rates for students with an incarcerated parent. [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.]