While secondary student mental health has been a major focus of research for the past couple of decades, the role of the classroom teacher in relation to student mental health has been much less prominent. As such, the purpose of this basic qualitative study was to explore secondary teacher experiences with student mental health and teacher readiness in working with students with mental health concerns. The Teacher Readiness Framework, adapted from the work of Martin et al. (2019), served as the conceptual framework guiding this study. Incorporating a pragmatic approach, an online questionnaire comprised primarily of open-ended questions was used to gather participant responses. The final sample included 52 participants. Data were analyzed through a qualitative coding process and resulted in eight themes. Findings indicated that while teachers demonstrated a clear belief that secondary student mental health is an important issue today, secondary teachers believe they are by-in-large lacking the necessary training and skills to work with students struggling with mental health concerns and therefore lack confidence in doing so. As a result of these findings, several recommendations for practice are made. [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.]