System tracking is a common practice in high schools, whereby students are grouped based on their perceived academic ability. While there is evidence to suggest that tracking can have both positive and negative impacts on students, teachers' perceptions of these impacts are complex and varied. This study examined the diverse teacher perceptions of the impacts of tracking on high school students. Using a qualitative approach, the study interviewed teachers of core subjects to explore their views on tracking and its effects on students' effort, learning, performance, career choices, and dropout rates. The findings of the study suggested that teachers have a nuanced understanding of the potential benefits and drawbacks of tracking. Some teachers believe that tracking can help students reach their full potential by providing them with a curriculum that is tailored to their abilities. Others believe that tracking can lead to inaccurate stereotypes and unequal educational opportunities, particularly for students from marginalized groups. The findings of this study have important implications for policymakers and educators. By understanding the diverse teacher perceptions of tracking, we can better design and implement tracking systems that are fair and equitable for all students.