The purpose of this qualitative descriptive study was to describe how positive and/or negative events in the teacher-student relationship influence students’ chronic absenteeism in ESU-13 region in Western Nebraska. Data were obtained by interviewing 13 alternative education students in Western Nebraska between the ages of 19 and 20 who were either currently chronically absent or were chronically absent in the past. Attachment theory was used as a theoretical foundation to guide this study as well as develop the research questions. The first research question was how do students describe the positive and negative events in a relationship with one or more teachers? The second research question was How do students describe this teacher-student relationship’s effects on their absenteeism? Descriptive coding and thematic analysis were used to identify patterns and these present in the data. The themes that emerged from the data were: (a) students described the presence or absence of connection and rapport; (b) teachers reached out to students with interventions; (c) students described teachers’ pedagogical effectiveness; (d) most teachers have little effect on absenteeism; and (e) individual teachers can strongly influence attendance. Findings from this study provide a description of how chronically absent students describe their relationship with their teachers.