The purpose of this correlational, explanatory, cross-sectional quantitative research was to determine whether teacher absenteeism and student achievement are related in rural schools. This correlational study examines the predictor variable of teacher absenteeism on academic outcomes and also is inclusive of control variables teacher mobility, teacher experience, teacher level of education, students classified as special education, English language learners (ELL), chronic student absenteeism, and students eligible for free/reduced lunch. In the state of New Jersey, student achievement is measured by the New Jersey Student Learning Assessment (NJSLA). The NJSLA results for grades 3 through 5 in mathematics and English Language Arts were used as the main outcome variables for student achievement in this research. The variable of interest, teacher absenteeism, was found not to have a statistically significant relationship with the outcome variables grades 3-5 mathematics and English language arts. There were statistically significant relationships between students eligible for free/reduced lunch and student achievement in both English language arts and mathematics at all three grade levels. The variable of teacher level of education had a positive statistically significant relationship with student achievement in 5 of the models which were grades 3and 4 English language arts and just grade 4 mathematics. [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.]