Chronic absenteeism has been a significant issue facing school districts since the height of the COVID-19 pandemic when nearly 30% of students were chronically absent from school (Hays, 2024). A substantial challenge that teachers face is trying to deliver high-quality instruction to students when a significant portion of those students are chronically absent. Enhancing the teacher and student relationship has been shown to lead to students feeling more connected to school and increasing the likelihood that they will attend school on consistent basis (Brookmeyer et al., 2006). Chronic absenteeism significantly impacts a variety of student outcomes including achievement, social-emotional development, grade retention, dropout, and student discipline (Humm Patnode et al., 2018). The goal of this research study was to explore the lived experiences of teachers and their relationships with chronically absent students. Understanding the lived experiences of teachers and their relationships with chronically absent students will allow for educators to make informed decisions when trying to improve academic outcomes for students who are chronically absent. Data for this study was collected through participant interviews and transcribed using a thematic coding design. Interview questions were designed using Bandura's Social Cognitive Theory (Bandura, 1997) with a focus on self-efficacy and self-observation. The following six themes emerged from the data: 1) Parental Involvement, 2) Effective Strategies for Teaching Chronically Absent Students, 3) Work Completion, 4) Relationship Building, 5) Mental Health Concerns, 6) Teacher Reflective Practices. Implications for teachers, school leaders, preparation programs, and state lawmakers were provided.