There is a lack of research that enables a firsthand understanding of how teachers in juvenile corrections schools understand and emotionally respond to their experiences at work. As a result, little is known about how to support and improve their teaching experiences, which ultimately impacts teacher recruitment, retention, and effectiveness in juvenile corrections schools. The purpose of this study was to gain an in-depth understanding of how teachers understand their working conditions in the JC school setting. Five teachers from juvenile corrections schools were interviewed three to four times each to gain knowledge on how they understand their experiences at work. The results have implications for researchers, teacher educators, professional development providers, and administrators seeking to influence and improve teachers' experiences in juvenile corrections schools.