The prevalence of issues adversely affecting people's mental health has become a growing concern in Canada. Unfortunately, only one in four young people affected with mental health problems receives professional help (Sawyer et al., 2000). However, Gallagher and Lopez (2009) found that being hopeful is favourably associated with the growth of positive mental well-being. In support, a more recent study found that hope has a unique value in schools that strive to promote their students' overall well-being (Idan & Margalit, 2013). Thus, the purpose of this qualitative study was to describe educators' experience in applying Snyder's tenets of hope theory: goals, pathways, and agency, within the context of their educational practice, at the elementary level of an Islamic school in Canada. A qualitative descriptive research methodology was most appropriate for the nature of this study through the utilization of three research questions describing (1) the extent and in what ways were educators able to apply hope theory in their educational practice, (2) what did educators observe as impactful on the students' learning and their teaching practice, and (3) what suggestions do educators have for themselves other educators applying the hope theory approach in their educational practices. Eighteen educators voluntarily participated in this study during the 12-week application period. For orientation on the construct of hope theory and its relation to their educational practice, the educators were invited to participate in professional learning at the initial stage, followed by ongoing support throughout the 12 weeks. All educators are elementary school teachers with experience ranging from one to 15 years. Data collection for this qualitative descriptive study was directed toward understanding educators' experience applying hope theory in their educational practice based on how the theory was applied, what impact educators observed and what suggestions they proposed. The first question that explored the extent and in what ways were educators able to apply hope theory in their educational practice found that (a) there can be variation in the extent to which hope theory is applied, (b) hope theory can be applied for positive reframing, (c) hope theory can be a construct to appreciate barriers and (c) as a framework, hope theory can facilitate proactive thinking. The second question sought to describe what educators observed as impactful on students' learning and their professional learning. Educators described that hope theory has the potential to (a) influence students' self-confidence, (b) engage parents' support in their children's education and (c) inspire their students and themselves to be reflective in thinking. The third question captured proposed suggestions for implementing hope theory in educational practice. The first suggestion recommended that professional learning on hope theory should be an ongoing process. In their second suggestion, educators observed that hope theory could potentially cultivate positive changes if educators are ready to rethink instructional practices. An important point derived from the second suggestion is for educators to complement hope theory with another mindfulness theory such as growth mindset or literature from the faith (Islam) to help students make the connections. This study was one step toward exploring the impact of hope theory in the context of Islamic schools through the lens of elementary educators. It is important to point out that applying hope theory within educational practices is not a solution and will not resolve mental illness. However, cultivating habits of hope through the application of hope theory may support the three out of four affected students navigate through immediate obstacles while securing a direction to alternative means (Shade, 2006), of coping mechanisms. [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.]