This narrative phenomenological study examined the experiences of public school teachers in three rural East Texas school districts to understand how facilities effect the attitude of teachers as it applies to their job. The intent of this study was to answer, do facilities in a school district affect the attitudes teachers have about their jobs? Each of the three school districts are located at least 15 miles away from any incorporated urban areas of more than 15,000 residents. Three teachers from each district were interviewed in person and their responses to questions were recorded. To guide the study the researcher considered three broad areas. How do teachers perceive the facilities in their district regarding job performance? How do teachers perceive the public's opinion of facilities? How do teachers believe facilities affect their attitude in their job? Based on the responses from the teachers, the researcher concluded facilities do affect the attitude of teachers as it applies to their job. In addition, the study revealed the teachers believed facilities impact other areas of education as well. Along with teacher attitude, the study revealed the attitudes of students, administrators, and community members are affected by facilities, according to the teachers interviewed. This study is useful to educational leaders from every sector in education as it provides decision makers with pertinent information from stakeholders about the importance of facilities to the educational process. Thus, educational leaders are aided in strategic planning for the future of the educational system they maintain or manage. [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.]