The debate about mental illness and the importance of good mental health especially in the classroom has surged. Promoting child mental health is a global priority, and educators have an important role to play in mitigating this public health crisis. Early identification, accurate diagnosis, and effective treatment of mental health disorders can decrease the suffering of children and their families. The purpose of this study is to research elementary school teachers' perceptions of their importance in identifying, referring, and providing support for the mental health of their students. This qualitative study framed through a phenomenological lens aimed to determine the best practices and strategies for addressing the mental health needs and unique challenges faced by primary school children. The research questions and Bronfenbrenner's Theory informed this study which was conducted using semi-structured open-ended face-to-face interviews. The study participants included K-5 elementary school teachers in Southeast Texas. Evidence suggests that school-based mental health services have the highest likelihood of reaching children in need. In this paper, the researcher presents a foundation that can serve as a blueprint for an intervention plan for policymakers and educational leaders. Recommendations for practice and future research are also included. [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.]