The academic progress of students can be negatively affected by unplanned or extended absence of their teachers that inevitably will occur. This problem is especially acute in larger schools. Research suggests that using substitute teachers may not always provide an effective means of sustaining student progress. Gaps may exist in a common understanding of how key stakeholders, including substitute teachers, regular teachers, and principals, perceive the role to be played by substitute teachers in the educational process. Following a conceptual framework outline by Lassman, the purpose of this exploratory case study was to explore differing perceptions of the substitute teacher role across these key groups. The research question examined group differences related to instructional practices, administration and supervision practices, substitute requirements, school climate, and professional status as they relate to the substitute teachers role. ANOVA analyses of survey responses from 50 participants drawn from 2 randomly selected schools in the greater Washington, DC, area revealed statistically significant group differences for the perceived relevance of instructional practices, administration and supervision practices, and professional status across substitute teachers, regular teachers, and principals. Substitute teachers ascribed less relevance to instructional and administrative practices and rated their own professional status higher than did regular teachers and principals. The study contributes to positive social change by informing the development of policies, practices and professional development modules aimed at more effectively integrating the substitute teacher into the educational 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.]