Manuscript Under Peer-Review: Motivated by the potential of sabbaticals to promote teacher wellbeing during a time of mass teacher turnover, this descriptive study explores teacher sabbatical leave policies across the 120 largest school districts in the United States. I find that 82% of sampled districts (98 out of 120) have sabbatical leave policies, demonstrating the ubiquity of these policies nationwide. Given that 95% of policies (93 out of 98) mandate teachers pursue study while on leave, I argue that districts position sabbaticals as developmental tools for teachers. I illustrate how district-level policies vary across many dimensions (e.g., eligibility requirements). I discuss how district-level variations, such as rate of pay, may affect granting and uptake of sabbatical leave policies.