This case study examines not only the prevalence of substance abuse in one rural, Canadian high school, but also how teachers understand teaching and learning in relation to substance abuse. Over one third of students reported that they had used marijuana (37%) and alcohol (38%) in the last seven days, a rate considerably higher than typical Canadian averages. Pedagogical implications were informed by three main themes that emerged from staff interviews. Several teachers normalized substance abuse in adolescence, others coped silently "under the radar," and a few called for specialized support from other human services. Further, in-school approaches require that the entire staff be involved to enhance awareness of substance abuse, interprofessional collaboration, and a sense of interdependence. (Contains 1 table and 1 footnote.)