This dissertation explores the lived experience of short-term substitute teachers in K-8 public school settings, aiming to deconstruct common assumptions and identify areas for improvement in support systems. A case-selection variant of an explanatory sequential mixed methods design was utilized. In the first phase of the study, quantitative data was collected from 55 substitute teachers in Northern Illinois through the Substitute Teacher Questionnaire, addressing the significance and accessibility of orientation information. In the second phase, a series of three qualitative semi-structured interviews were conducted with six active substitute teachers to explore the ways in which these individuals identified themselves within the larger group of educators and made meaning of their experiences as substitutes. While the small sample size limits generalizability, findings align with existing research emphasizing the importance of quality lesson plans, feedback, and inclusion in professional growth opportunities. Discrepancies in the data suggest the influence of factors beyond simple demographics, such as school climate and culture, with variations evident in substitute teacher manuals across districts. Framed in the context of social identity theory and communities of practice, this study contributes to the discussion on supporting substitute teachers and emphasizes the need for reform at the district and state levels. [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.]