The purpose of the qualitative descriptive study was to understand how teachers describe the affect violence has on student learning in the classroom when students attend an elementary school within the Detroit Metropolitan area where there is a high incidence of neighborhood violence. The theoretical foundation used was the environmental learning theory. The research questions that were used in this study: How do elementary teachers in the Detroit Metropolitan area describe the effect of violence on student learning in the classroom and how do elementary teachers in the Detroit Metropolitan area describe how they address the effects of neighborhood violence on the classroom learning environment? Interview questions were validated by an expert panel and were used in two field tests. All participants in the expert panel hold terminal degrees. The sample included 15 elementary teachers of students who attended an elementary school within the boundaries of the Detroit Metropolitan area. Data collection included semi-structured interviews as well as a focus group. Data analysis included NVivo 12 and thematic analysis. The findings from the study found the majority of the study participants stated that they were aware that their students had been affected by incidents of recent neighborhood violence because they either verbally communicated it (n = 8; 80%) or exhibited it through their behavior (n = 6; 60%). It is important to note that 60% (n = 6) of the participants stated that domestic violence was the most common type of violence they believed their students experienced. Future research recommendations are presented and are based on the findings of the study. [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.]