Introduction: Dropping out of school is a problem that weighs heavily on the school system in Tunisia. Thus, Prevention programs are being implemented to improve the quality of education in Tunisia. The objective of our study is to describe the perceptions of middle-school teachers in the region of Sousse about school dropout. Methodology: A descriptive study was conducted among five middle-schools choosen randomly based on the lists of schools provided by the regional direction of sousse through a self-administred questionnaire from April26th to June 1st 2022. Results: A sample of 329 teachers was collected. The response rate was calculated at 86.02% with a predominance of females (62.6%). Most of the teachers interviewed mentioned ‘student-related’ factors such as lack of effort from the student (86.14%), low educational level (75.63%), and excessive drug and alcohol use (73.95%). They mentioned family-related factors: parental neglect and abandonment (83.2%), poor relationship between parents (81.24%) and divorce (80.25%). On the ‘social level’, the most mentioned factors were the influence of bad companions (80.25%) and violence (73.53%). In addition, ‘the educational’ system and its changes can intervene in the dropout as the lack of positive role models in education (75.21%), the large number of students per class (73.11%), the lack of resource persons specialists (68.9%), the lack of financial, human and material resources granted (67.68%). Conclusions: It is important to emphasize the importance of dropout prevention in collaboration with the various stakeholders, in the detection of any deviant behavior and in the early management of students at risk.