The purpose of this phenomenological qualitative design study was to describe the lived experiences of 10 Texas teachers who teach along the Mexico-United States international border, because although there was much research regarding education in Mexico-United States border towns, there was not much regarding how teachers perceive their lived experience in these schools. The target population of teachers taught in Texas public schools operating along the United States border with Mexico. The researcher used an interview guide during 10 virtual face to face interviews with the participants using a web conferencing platform. The phenomenological qualitative research design allowed for developing a deeper understanding of the experiences of this teacher population serving the Mexico-United States border students in Texas public schools. All 10 teachers infused two important actualities into their responses to the interview questions that included the following (a) they taught at a school near the Mexico-United States border, (b) the need to speak and write the English language in the schools affected students, (c) their school was affected by the culture of the students living on the Mexico- United States border, and (d) they needed to have connections and relationships with the students. These overarching actualities influenced how the themes developed and appeared within the themes that answered the research questions. The information gained by this study has allowed demonstrated unique experiences of the Mexico-United States border teacher and provided the teachers’ perspectives of the border student experience. The findings led to implications for districtwide cultural awareness training as well as teacher support initiatives during which teachers can share effective strategies regarding how to best serve the border student. Several recommendations for future study are also made in Chapter 5.