Teacher absenteeism constitutes a significant barrier to achieving quality education in many low- and middle-income countries globally, where teachers’ school absence rates range from 3 per cent to 27 per cent. In Kenya, where primary education has made remarkable improvements in recent years, teacher absenteeism remains a foremost challenge for the education system. In 2102, the World Bank estimated the average rate of teacher absenteeism from schools across the country at 15 per cent and the average rate of teacher absenteeism from the classroom at 42 per cent. The World Bank also found that, on average, the amount of time primary school teachers spend on teaching is approximately 2 hours and 40 minutes, which is only half of the scheduled time, and that 18 per cent of a typical lesson is lost to nonteaching activities. More recently (2016), a study conducted in 4,529 Kenyan primary schools found that, on average, one in ten teachers was absent from school and that half of all schools had a teacher absenteeism rate in excess of 10 per cent. While the stark numbers are available, the evidence base on what factors, policies and practices affect teacher attendance in Kenya remains scant. Time to Teach (TTT) targets this knowledge gap. Its primary objective is to identify factors affecting the various forms of primary school teacher attendance and to use this evidence to inform the design and implementation of teacher-related policies. Specifically, the study looks at four distinct forms of teacher attendance: (i) being in school; (ii) being punctual (not arriving late or leaving early); (iii) being in the classroom (while in school); and (iv) spending sufficient time on task (while in the classroom). TTT is a mixed-methods study employing both qualitative and quantitative research tools. The study draws on national and system-wide qualitative data collections, school observations and a quantitative survey with 312 teachers working in 20 purposively selected primary schools (among a total of 582 study participants).