This study investigated differences among professional staff members' commitment to continuous learning and improvement in high-performing schools differentiated by student academic performance and disaggregated by race and socioeconomic status. A total of 48 high-performing schools were identified by Kentucky Department of Education staff based on their overall academic school index scores. One group of schools was relatively successful with struggling learners and minority and economically disadvantaged students, while another group was relatively successful with some students but not as successful with struggling learners and minority and economically disadvantaged students. The AEL Continuous School Improvement Questionnaire was administered to professional staff at each school. It focused on: shared leadership, effective teaching, school/family/community connections, purposeful student assessment, shared goals for learning, and learning culture. Data analysis indicated that there were wide variations in professional staff members' commitment to continuous learning and improvement between achievement groups and across building levels. Results also indicated that the area of school/family/community connections was one with the most need of intervention for schools in general. The results highlighted the importance fostering and sustaining a school climate where teachers are committed to continual learning and improvement. (SM)