The United States is experiencing a time in history when the family structure is often different from the traditional concept of family. Increasing numbers of children are growing up in homes with a single caregiver, most often the mother. According to the most recent information, the 2000 United States Census Bureau, these numbers are at an all-time high, with 20% of homes nationwide representing single-mother households. While all of the children in these families in some way experience the effect of the current shift in family structure, increasing studies (Haesler, 1996; Sugarman, 1997; Kipnis, 1999; Carreras, 2002) indicate that boys have a greater vulnerability to the effects of growing up without a consistent male role model, preferably the child's father. The behavioral problems and underachievement (Skelton, 2001) manifested can affect children's educational success. Current debate examines the implementation of more male teachers throughout the grades to provide the missing male influence and counteract the negative impact of father absence.

This qualitative study explored the relationships of one male primary teacher and his three father-absent male students in a rural east Texas public school. It provides insight into how these students are affected by their relationship with this male primary teacher. Data analysis utilizing NVivo7 software revealed increased student success influenced by several key characteristics of the male teacher.