This essay discusses five veteran teachers' responses to ten questions. The interviews were conducted by telephone. These interviews consist of three-, five-, ten-, fifteen-, and twenty-year-old teachers. However, the interview included teaching styles, how they relate to real-world situations involving education, and their personal educational philosophies. The ten questions and answers will be discussed and evaluated to understand whether these teachers have the benefit of student education front and center or on the back burner. The number one question was about their philosophies or opinions about the education system before they actually worked in the classroom. Their opinions also changed when the teaching job became a reality. The second specific question: After working in the classroom and gaining some experience, how were they able to start incorporating their values ​​into the concept of the school environment? The third question was about their experiences working as teachers and the advice they would give to a potential teacher as they begin their journey to becoming a teacher. The fourth question was about methods used to work with students with behavioral problems who disrupt class while trying to teach a lesson. The fifth question asked about their views on No Child Left Behind, including its impact on children's academic performance. The sixth question concerns the impact of social and economic status on the child's learning. The seventh question is about their teaching style when they started teaching and whether they have the same teaching style after years of teaching experience. The eighth question is about ways NCLB can be improved regarding your classroom experience. The ninth question is about tea years... middle of paper... behavior. However, both the fifth and tenth grade teachers approached their behavioral problems differently than the other teachers. The fifth grade teacher said he will establish ground rules of behavior at the beginning of the year. The Year 10 teacher says she empowers the student to take responsibility for how his or her behavior should be managed. In addressing behavior I will follow the Year 5 teacher's advice to establish basic rules of behavior at the start of the year with consequences for violations. However, I disagreed with the 10th grade teacher who claimed to give the student control to be responsible for his own behavior due to the fact that the student's parents may not have raised their son or daughter morally, which could lead to the student not completing his or her assignment.