Teachers' beliefs about students' home language, race, can impair students' academic performance. This study examined the practical effects of socio-economic environments on teacher beliefs and the effects of teacher beliefs on educational outcomes for students from low-income or Latino homes. A descriptive mixed-methodology design combining quantitative and qualitative techniques was used to assess teacher beliefs, teacher preparation, and best teaching practices for student academic success. Interviews, a survey, and a questionnaire were used to discern whether teacher beliefs can impact the achievement of Latino students based on students' environment and socioeconomic background. Despite the obstacles schools face, learning communities with teachers who believe that all learners can succeed enable academic growth for all students. [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.]