Executive functioning has been a buzz word in education for a few years, especially since the COVID-19 pandemic. The research around executive functioning is exploding, as teachers are seeking to support students entering their classrooms with what seems like a wider variety of needs and less independence than ever before. Many districts are technology rich, students often have their own computer, and teachers are looking for ways to support students in developing their working memory, cognitive flexibility, and response inhibition, the skills that make up executive functioning. These skills are of uppermost importance as students transition from elementary school to middle school, where students are suddenly expected to transition to seven or eight different classes in one day, learn seven or eight different teachers' expectations, shift between seven or eight different subject areas, and keep everything organized with increased independence. An almost impossible task, this can challenge even the highest achieving students. The purpose of this qualitative phenomenological study was to explore the lived experience of middle school teachers supporting executive functioning development of the students in their classroom and to learn about the resources teachers access in this area. Six middle school teachers, teaching a variety of subjects, in grades six through eight participated in this study. Data were collected through a semi-structured three interview format along with classroom observations. Eight themes emerged from the data analysis: (1) Insufficient information in teacher preparation programs, (2) Understanding of executive functioning and brain development, (3) Lack of assessments, (4) Technology, (5) Supports are environmental in nature, (6) Limited instructional strategies, (7) Inconsistent family support and expectations, (8) The need for targeted professional development within the MTSS framework. Based on the findings of this study the researcher concluded that executive functioning supports must be embedded within schools already functioning MTSS processes. Grade level expectations for executive functioning must be set, informal assessment tools must be adopted, and universal support should be embedded into instruction across all content settings. Students who require additional support, based on the assessments should be provided targeted and intensive interventions which must consist of explicit instruction including modeling and think alouds. Overall, executive functioning is a necessary component of instruction and is a life skill that must be addressed and supported, especially in middle school where expectations increase significantly. [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.]