Teachers were once held to a professional dress code. This code has become lax, resulting in teachers dressing in more casual attire. A local middle school in rural Georgia was experiencing complaints about teachers' unprofessional attire from other teachers, administrators, and parents. Teachers play an integral role in modeling cultural and behavioral norms for students, of which professional dress is one. The purpose of this qualitative case study was to explore local middle school teachers' perceptions of the impact of their professional work attire on students' behavior and learning. Bandura's social learning and cognitive theories provided the theoretical framework for this se study. Data were collected from 10 certified teachers at the local site, representing varying backgrounds and tenure, using individual semi-structured interviews. Interview data were open coded and thematically analyzed. The findings indicated that local teachers perceived that professional attire had a positive influence on students' learning and behavior and that students appear to model teachers who were professionally attired. Implications for positive social change include improved awareness at the local site about how teacher attire may influence students. This awareness may motivate teachers to consider their professional attire as a possible positive influence on students' behavior and learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]