Recent research shows increasing levels of adolescent depression seen across the United States. The problem of how to identify these individuals and provide them with appropriate services is an area of interest for mental health providers and policymakers. This study examines teachers as gateway providers to student mental health services. A grounded theory approach informed the methodology of this study, which comprised 15 interviews with public high school teachers in Southeast Pennsylvania. These interviews were transcribed and analyzed to identify themes related to student depression including common barriers and facilitators towards identification and referral to services in school. Results of this study provide support for high school teachers having a role in the identification of study depression and in connecting students with appropriate mental health supports. Study results also highlight individual and organizational factors which can impact the ability of teachers to identify depression in their students. Recommendations grounded in the data gathered are proposed, with an aim towards increasing teachers' ability to intervene appropriately to identify and refer students to services. [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.]