This phenomenological qualitative study focused on the perceptions of special education teachers involved in the education of students who have been placed in residential treatment facilities (RTF). The study analyzed the data collected from the participants using interviews and a document review to look at the impact of those perceptions on overall academic achievement of those students. The study utilized eight participants (four from RTF, four from school of residence) over six different sites. The results revealed the special education teachers perceived multiple themes that impacted the academic achievement of students placed in RTF placements that included: the importance of teacher/student relationships, the integrity/quality of academic programs, the value of transition planning, the value of being included in discharge planning and teacher comfort level. Data indicated a strong need for special education teachers to be included in the discharge process, as well as a clearly defined discharge process and universal tool to assist in the transition of students back to their school of residence. [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.]