The purpose of the qualitative descriptive phenomenological study was to explore the experiences of K-5 elementary teacher in Dekalb County, Georgia who perceived the influence of their spirituality on the behavior and academic achievement of students. The sample included 14 elementary school teachers that were purposefully selected from a local school in the state of Georgia. The research question 'What are the lived experiences of K-5 elementary teachers in DeKalb County, Georgia who perceived their spirituality influencing the behavior and academic achievement of students?' was answered. The data analysis showed that teachers perceive their spirituality as being a positive influence on student behavior and academic achievement. The data were collected through semi-structured interviews. The analysis generated five themes: disruptive behavior, causes of disruptive behavior, behavior needs, academic needs, and management of academic needs. The results of this study add to the existing knowledge of how elementary public school teachers perceive and experience their spirituality influencing the behavior and academic achievement of elementary school students. Further research on the effects of spirituality in the public school classroom can prove to be useful to present and future educators in enhancing the behavior and academic achievement of public school students. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]