There are over 13,000 local school boards in the United States, yet there is little research on these institutions of local government--particularly from a qualitative perspective. This dissertation uses constructivist grounded theory methodology and data from 26 interviews with local school board members in Tennessee to develop three categories that encompass the board members' perceptions of their roles. The interviews occurred during the 2020-21 school year and also shed light on board members' experiences during the COVID-19 pandemic. The categories that emerged from the data suggest directions for further study as well as practical improvements in board member onboarding, training, and communications with their constituents. [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.]