Research historically has demonstrated that a generational disconnect between the popular cultures from which students and teachers define normative behavior can impact classroom management and student learning. The purpose of this study was to examine attitudes, beliefs and perceptions of high school faculty toward the hip-hop culture and its impact on the educational environment at one suburban Midwestern high school. The conceptual framework included social learning theory, attitude theory and belief formation. A qualitative case study design was used to examine the perspectives of the participants. Ten teachers participated in in-depth interviews that captured the essence of this high school faculty's thoughts on hip-hop culture. Data were analyzed using Hatch's plan for typological analysis. Key findings indicated faculty members believed that students who strongly identified with hip-hop culture would be at risk of experiencing more problems in the educational environment than students who do not display characteristics of the culture. Negative public stereotypes associated with the culture tended to influence perceptions of deviance related to cultural artifacts such as dress and music as well as cultural influences on behavior and language. These findings support the conclusion that school leaders should consider how their faculty defines hip-hop culture and the beliefs they hold about this culture as a means of reducing barriers to effective classroom management and increasing student engagement with learning. The study contributes to positive social change by informing staff development and curriculum that can more effectively integrate this specific youth culture into the mainstream of a modern 21st century educational system by recognizing and embracing its positive attributes. [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.]