The problem addressed in this study was the challenges teachers experience implementing their own ethical leadership behavior style working with students in the classroom. The purpose of this qualitative exploratory narrative inquiry study was to explore teachers' perceptions through their stories regarding the challenges of implementing their own ethical leadership behavior style working with students in the classroom in an elementary school setting in the Southern United States. Social learning theory and conceptual model of core values in educational ethical leadership guided the research questions for this study. Two open-ended, semi-structured narrative interviews with six elementary school teachers were conducted to explore their perceptions of their own ethical leadership behavior styles working with students in an elementary school setting. Data were collected from the interviews for thematic analysis and entered into NVivo Pro, for identifying codes and themes. The results from the thematic analysis ended with nine emergent themes that aligned with the research questions. The themes from this study could help with how teachers perceive the challenges of implementing their own ethical leadership behavior style within their classrooms. Future research on the teachers' perceptions of their ethical leadership behavior style in working with students in the classroom could include adding male teachers working with elementary or middle school students, increasing the sample size, and using a different research methodology and research design. [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.]