This chapter focuses on haunted temporalities of teaching by spending time with teachers after the teaching day has ended to see what residue lingers. We draw on data from case studies with secondary school teachers working in urban public schools, using poetic inquiry and art-based artifacts. We discuss the ways teachers attempt to cross the spatio-temporal threshold of the school day, including what they try to leave behind, what they return to, and what returns to them in this ghostly temporality. We ask what sticks out from the day and what sticks to teachers as the ghostly residue of the day, exploring the remains of an unaddressed disciplinary incident as well as a time-space collage of the school day-space. We conclude by attending to the ways that haunted teaching time helps us think about unruly temporalities of schooling, imploding the neat and tight seams of linear and progressive school time.