Looking back at our formative years in education, many of us can think of at least one teacher who exemplified effectiveness. It is those effective teachers that paved the way for many of us current educators. This dissertation looks closely at five elementary education teachers as they utilize instruction, assessment, and reflection to impact student learning. Teachers participating in this study ranged in experience and grade level taught. Teachers in this study participated in interviews, classroom observations, and focus group meetings. Throughout the three forms of data collection, information was gathered and analyzed using an interpretive lens. In the chapters that highlight the five participating teachers, I illustrate what it looks and feels like to be in an elementary classroom. I utilized classroom observations and teacher interviews to show how teachers make use of instruction, assessment, and reflection in their daily routine. Upon analyzing the research collected, several themes arose demonstrating that teaching is a dynamic profession that requires individuals to make numerous decisions in relatively short periods of time to enhance student learning. Whether the teaching decision centered on instruction, assessment, or reflection, teachers in this study employed a variety of tools to help students succeed. Finally, effective teachers deeply care about their students and their development. The five teachers in this study showed numerous times on many levels the importance of caring for students and the positive rewards this can bring. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]