There has been an increase in violence in many public schools over the last few decades. While school leaders have attempted to address this problem of violence, no recorded documentation of significant change exists. Teachers are the ones who usually see violent behaviors by students before, during, and after an incident, but many studies do not focus on the teachers' perceptions of the violence that may occur. Teachers view many different acts of student violence on a regular basis and may provide educational leaders with important information that could reduce this problem. The data collected in this qualitative phenomenological study is an example of the student violence observed by 10 high school teachers in a Detroit-area charter school with 500 students. These teachers have observed students' behaviors that have resulted in physical violence and verbal abuse. Data were collected by asking the participants questions about their perceptions of student violence. Based upon the results of this study, several key themes including recognizing signs of student violence, teacher communication, leadership support, and Parental support emerged. The research findings for this study demonstrate a need for educational leadership to design and implement professional development sessions for new teachers. [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.]