The purpose of this qualitative study was to promote a positive school culture in a Title I school by listening to veteran teachers' voices about the policies and practices being implemented daily. The primary research question guiding this case study was: "What are the perceptions of teachers, who have been in their position for 15+ years, about school culture in a Title I school?" The secondary research question guiding this study was: "What changes in policies and practices in a Title I school do veteran teachers suggest might improve school culture?" Participants were purposefully sampled and included four classroom teachers in grades 4-8 who are currently on the formal teacher evaluation process, teach a state-tested content area, and have worked in the building for a minimum of 15 years. The data were collected through a writing prompt in which each teacher was asked to outline their typical day. Once teachers submitted their responses, semi-structured interviews were conducted. The qualitative analytic process was cyclical, and the data were initially coded utilizing open coding. Three themes emerged from the collected data: the mismatch between time and responsibilities, the mismatch between district policy and school procedures, and teacher burnout. The findings of this study indicate potential areas of improvement for the school. [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.]