Grit in student learning has emerged as a popular discussion topic related to the academic achievement and performance of students. The non-cognitive features of grit are similar to personality traits such as conscientiousness, perseverance, and self-efficacy. However, grit relies on extended passion and perseverance to achieve long-term goals. Grit combined with non-cognitive qualities such as motivation, mindset, and the attitude of the student can influence the performance of the student. Additionally, teacher feedback, mindset, and the management of mistakes in learning can impact the level of grit a student displays in learning. This qualitative single-case study attempted to explore the perceptions of high school teachers related to grit in students of low achievement. Data was collected through eight individual semi-structured interviews and one focus group discussion. The interviews and focus group were transcribed verbatim and in vivo coding was utilized to identify themes in the data. The themes were grouped and revised to provide consistency and validity with the data. Three primary themes and nine subthemes emerged from the analysis. Personal and professional attitudes of teachers indicate grit has value in learning. Instructional methods and approaches to building grit in students rely on feedback, control in learning, professional relationships, and mistake management. The role grit plays in student learning is not captured by the academic grade, but rather in the approach the student has towards learning. The findings indicate the teacher participants value grit in students of low achievement. Teachers can incorporate consistency practices such as constructive failure, encouragement, and mistake management to build, sustain, and celebrate grit displayed by students in the classroom. [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.]