One in four teachers have left the profession due to the global pandemic causing a national shortage of quality teachers in science and math subjects. The problem that this qualitative case study investigated was a shortage of quality science and math teachers for underrepresented high school students. The gap in the literature was identified to be the absence of the different perspectives of science and math subject teachers on the problem of quality teacher shortages and the implications on the academic performance of underrepresented high school students in science and math subjects. The purpose of this qualitative case study was to explore teacher perceptions on the shortage of quality science and math teachers and the academic performance of underrepresented high school students. The theoretical framework for this study stemmed from both the structuration and transformational leadership theories. The research question guiding the study focused on the perceptions of science and math subject teachers concerning the shortage of quality teachers and the academic performance of underrepresented high school students in science and math subjects. Fifteen science and math teachers were recruited. Data was analyzed from questionnaires and interviews. Study findings found that the shortage of quality science and math teachers affects the academic performance of underrepresented high school students. As a result, recommendations include ensuring that underrepresented high school students have access to quality science and math teachers. [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.]