Ineffective crisis management was a critical concern in schools. This study investigated the crisis management of teachers in flood-prone public secondary schools. I conducted a case study with five participants purposively selected. I analyzed information using thematic analysis. I found four emerging sub-themes on threats encountered by flood-prone schools, three under time resources, four under unpredictable events, and five for the outcomes of decisions and actions. A quantitative study may be done using the themes identified as variables and the emerging sub-themes as indicators. Flood recurs hence, prevention is favored more than rehabilitation.