The purpose of this research study was to design school profiles of two elementary schools in order to investigate the potential relationship between school climate dynamics and levels of student achievement. The research design for this study included a mixed method approach of quantitative and qualitative techniques. These techniques included structured interviews, non-participant observation, surveys, and standardized testing results. The findings illustrate that there is a relationship between school climate dynamics and levels of student achievement. The emergent themes--such as high levels of student discipline, student social issues, and lack of resources and support--potentially undermine the goals of academic emphasis and institutional integrity within a school. The findings also suggest that school practitioners have a critical role to play in the construction and maintenance of school climates. [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.]