Schools' functioning as learning organizations provide educators the opportunity to focus on working together in innovative ways. However, it is unknown to what extent learning organizations exist in small high schools or whether small high schools' functioning as learning organizations improve academic achievement. The purpose of this study was to determine the relationship between teachers' instructional practices as defined by Bowen's six action dimensions of a learning organization and student achievement in small high schools. The study investigated whether implementation of the six action dimensions--team orientation, innovation, involvement, information flow, tolerance for error, and results orientation--were associated with student academic achievement in mathematics and English language arts (ELA). Data to determine teachers' use of the six action dimensions were collected using the School Success Profile-Learning Organization survey. Surveys (N = 303) were collected from mathematics and ELA teachers from 60 Texas high schools with enrollments between 300 and 800. Student achievement was measured by the mean scale score of the 11th-grade student exit-level Texas Assessment of Knowledge and Skills (TAKS) in mathematics and ELA. Statistically significant relationships were detected for two action dimensions (innovation and involvement) with academic achievement in ELA. Results indicated a statistically significant relationship between each of the six action dimensions and student achievement on the mathematics TAKS assessment. This study contributes empirical findings to the research literature that has tended to be limited to the best practices of learning organizations without providing evidence-based results. Learning organizations characterized by action dimensions associated with faculty cooperation, uninhibited experimental and novel approaches to educational practices, and an orientation toward goal-based achievement tend to yield higher academic achievement in small high school settings. [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.]