The school nonattendance problem is topical in all countries, realizing compulsory schooling. The UNO Convention on the rights of the child (1989) encourages the state members to take necessary measures, stimulating children to go to school constantly, and to reduce the number of dropouts. Prevention of school nonattendance is important at both personal and social levels: on one hand, it is important to help the person to successfully integrate into the society, and on the other hand, the society must take care of its "health". By means of early prevention they seek to eliminate the conditions, provoking emergence of the phenomenon. There are several dimensions of prevention of school nonattendance. One of them is the dimension of teachers' activity. Researches, related to the dimension of the teacher's activity, are the most popular in the field of education science. These researches root in educational philosophy, therefore the trends of researches in problems, related to the dimension of the teacher's activity, are, first of all, distinguished on the basis of the educational paradigm. The classical paradigm investigated the dimension of the teacher's activity in respect to prevention of school nonattendance aiming to answer the question "Which is the best way for the teacher to impart his knowledge so, that pupils could remember it better?". At the end of the XX century Lithuanian scientists were influenced not only by classical, but also by a new educational paradigm - their researches broke the framework of the classical educational paradigm. The new educational paradigm sees the teacher's role absolutely differently from the classical one. The teacher is considered not as an imparter of knowledge, but as a free personality, deciding himself what and how to teach. When teaching (choosing aims, contents and methods) the teacher must take into consideration his pupils' motivation to study and their experience.The author of this paper is developing the researches in the dimension of the teacher's activity in respect to prevention of school nonattendance in the context of the new educational paradigm, emphasizing the teacher's responsibility for creation of conditions, favourable for self-realization of pupils, and aims to highlight the "key" characteristics of teachers' activity in respect to early prevention of school nonattendance.We chose a non-structured, thorough interview as a research method. The interview respondents were young people who, when studying at school, were extremely reluctant to studying. However, they managed to cope with this augmentative problem. The total number of participants of the research was 30 young people. Their age ranged from 19 to 27 years old. Each of the analyzed cases is unique in some respects. However, at the same time each case is similar to the others. Therefore, analyzing empirical data, the author focused on the common elements of the cases. 1.We revealed, that in respect to early prevention of school nonattendance the most important characteristics of the teacher's activity are those, describing relationship between teachers and pupils. We established, that impediments to early prevention of school nonattendance are rooted in negative relationship of many teachers with their pupils. They are positive relationship between teachers and pupils (love, understanding, respect, encouragement, stimulation and care) that motivate pupils to study and act as an essential factor of early prevention of school nonattendance. 2.We revealed the essential impediment to early prevention of school nonattendance, which is low assessment of pupils. Low assessment of pupils includes low assessment of pupils' learning, on one hand, and low assessment of their personalities, on the other. 3.We revealed three positive "key" characteristics of the teacher's activity in respect to early prevention of school nonattendance as follow: Characteristics in respect to relationship with pupils: love pupils; are interested in pupils and care about them; understand pupils; encourage and stimulate pupils; respect all the pupils; feel glad and proud of their pupils. Characteristics in respect to imparting/acquiring knowledge: know their subject well; are able to control the class; are strict. Personal characteristics: look well, have a nice appearance; communicate frankly; control themselves; optimistic; have a lot of interests.