This phenomenological study aimed to examine the perspective of teacher experiences that affected their absenteeism in a specific school district in Pennsylvania. Participants were asked, via semi-structured interview protocols, to report on the experiences of absenteeism and how these experiences affected their decision to be absent from the classroom. Three research questions were framed using the theoretical framework of Steers and Rhodes Model of Employee Attendance. According to Steers and Rhodes Model of Employee Attendance, employees are absent from their jobs because of personal factors that influence or are associated with their ability to attend work, and motivational factors that relate to job satisfaction (Steers & Rhodes, 1978). The data from the analysis was used to build common themes linked to the theoretical framework allowing the researcher to examine the three research questions. Three major themes emerged from analyzing the replies to prompts related to the influences that contribute or detract from a teacher's decision to be absent from their work responsibilities. These themes included flexibility to procedures, job responsibilities and family. The results of this study provided insights into the experiences that affect teachers' decision to be absent. The ability to attend work was supported by flexibility to procedures and family support, while the motivation to attend work was reliant on family support and dedication to job responsibilities. [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.]