In Canada, approximately three out of every 1,000 children have epilepsy, making it one of the most commonly diagnosed neurological conditions affecting children. It is therefore highly probable that educators will work with this population at some point in their careers. Epilepsy is linked to academic underachievement and social isolation, but little is known about how students with epilepsy experience school, making their unique needs less familiar to school personnel. The purpose of this phenomenological study is to identify the school experiences of children with epilepsy. Specifically, this study identified children's perceptions and experiences of having epilepsy at school and acquired insights to inform future studies. Participants were six students (ages 7-12 years) who have a diagnosis of epilepsy and reside in Victoria, British Columbia, Canada. Data were gathered through open-ended, semi-structured interviews. These interviews were transcribed and analyzed to obtain the essential experiences of school children with epilepsy. Four categories emerged from these interviews: (a) seizures, (b) academics, (c) social belonging and (d) awareness. Implications for schools and directions for future research are discussed. (Contains 1 table.)