The purpose of this qualitative descriptive study was to explore how elementary schoolteachers in the United States described their personal perspective of spirituality and spiritual experiences in the educational workplace. This study provides knowledge for the workforce about schoolteachers' transformative change. The research existed within the problem space through an evolving body of literature, acknowledging that schoolteachers embody personal identity. Spirituality converging with education remained understudied. Transformation theory with spiritual dimension collectively gives substance to the theoretical foundation. Twenty-six questionnaires and 10 interviews addressed two research questions--how elementary schoolteachers describe their personal perspective of spirituality and spiritual experiences in the educational workplace. Results indicated descriptions of spirituality as God-gifted/given attestation, calling from God, servantship, and being on Earth for a reason. Further, results signified spiritual experiences as feeling God's Spirit, intuitive promptings, prayer, and provisions. A six-phase data analysis conceptualized four, rich, multifaceted themes--Mission from God, Eternal Significance, Presence of God, Guidance from Holy Spirit. While many argue that spirituality does not belong in education, this research aids in challenging such claims, supporting the notion that one's spiritual self is inseparable from their workplace. Most notably, this study gave voice to a population historically prohibited from expressing their divine identity. Study limitations were present; thus, future research might successively address limitations. [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.]