In the field of education, teachers are sentries for maintaining proper decorum, upholding school policies, and maintaining a social justice classroom, free of adversarial behaviors. While the premise of proper social and academic student engagement is expected, teachers are not always aware of or able to respond to inappropriate social interactions. This qualitative study using a narrative inquiry approach investigates and portrays the levels of awareness and decision-making processes teachers possess when addressing microaggression and microaggressive behaviors. Five public school teachers from varying grade levels in a culturally diverse school district participated in semi-structured, in-depth interviews for this study. Emergent themes included: (a) awareness and recognition of microaggression as related to bullying, (b) microaggression as denigrating behavior directed toward others, and (c) microaggression with the school discipline framework. Findings suggest that teachers often lack awareness of microaggression as a concept distinct from bullying. But when the distinction is evident, teachers understand how microaggression can be a precursor to bullying which, if proactively addressed within the school discipline framework, may result in preventing bullying incidents before they start. Teachers were interested in receiving targeted professional development and adjusting school discipline policy to consider microaggression a unique concept. Guidance is offered to support educators, schools, and districts as clear guidelines and policies are established pertaining to identifying and addressing microaggression within the school community, thereby ensuring social and behavioral awareness.