This study includes the voices of elementary teachers, primarily women, in the historical narrative of the September 11, 2001 attacks on the World Trade Center. Hopefully, this inclusion will encourage educators, and social studies educators in particular, to use personal accounts and narratives in the study of historical events. Also this study furthers the discussion of teachers as public servants essential to the maintenance of the democratic state by demonstrating how teachers' actions on this day show the essential qualities of public service. Additionally the study focuses on the personal and emotional responses of teachers to the attacks and the effect these responses had on their actions in the classroom. The intent is to further the research on the emotions of teachers and their connection to classroom decision making, as well as to inform research on classroom decision making in more ordinary circumstances by looking at teacher decision making in extraordinary circumstances. This study is the first part of a future study that will compare the responses and decisions of teachers to the responses and decisions of individuals outside of the classroom, who were located not only in Queens but in Manhattan, including lower Manhattan and the World Trade Center itself. (Contains 8 charts.)