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Given the potency of belief constructs in impacting how an individual judges, assesses, and evaluates, a central concern in the field of teaching and learning is how teacher beliefs influence instructional behaviors and interactions with students. An area of teaching beliefs that has recently gained additional attention is teacher beliefs related to student failure. Where the research falls short, however, is that few have explicitly explored how teachers conceptualize student failure. This research study aimed to address this gap by undertaking the first systematic investigation of teacher conceptualization of student failure and investigate the question: “Do teachers treat struggling students differently based on their own conceptualization of student failure?”