For this study, 119 middle level teacher candidates identified, observed, and documented their interactions with middle school "ghost children" as part of their field placement activities. About two thirds of the 124 ghost children identified for this study were male. The teacher candidates documented additional characteristics of ghost children, which were subsequently coded into themes that included classroom demeanor, social skills and interactions, and attitudes toward school activities. Data analysis found that the ghost children observed in this study (1) were academically capable, (2) lacked social skills, and (3) appeared unmotivated, disengaged, or bored with classroom activities. More ghost children were noted as academically capable as opposed to low academic performance. Implications and suggestions for preservice and in-service teachers and teacher preparation programs are discussed. Suggestions for further studies of ghost children in academic settings are provided.