Belief in the concept of free will may be a salient feature of teachers' core belief systems. Specifically, teacher beliefs in free will may mediate their attributions of moral responsibility to student actions. Attribution of moral responsibility may result in differential treatment of students and enactment of consequences. Conversely, student beliefs in their own free will may mediate behavior change. The present qualitative study aims to investigate the effects of public teacher beliefs in free will through a multiple case study of individual teachers, using a structured interview format. Findings include themes of teacher ambivalence to the idea of student free will, while simultaneously maintaining a concept of student responsibility. Further, both behavioral consequences and students taking increased responsibility for their actions were associated with changes in student behavior. Finally, systemic issues such as the role of school administration and systemic racism were seen to act upon both student and teacher free will. [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.]