School district superintendents and boards of education in the twenty-first century are facing unprecedented pressure to improve student achievement results. In order to compete, superintendents and boards of education must share the role of solution seeker to meet the challenge of increasing achievement for all students. This study sought to identify essential elements regarding the governance team relationships and strategies that superintendents and boards of education collaboratively employ that result in increased student achievement. This study was conducted by a single researcher from the Rossier School of Education at the University of Southern California. This research study employed a mixed-methods design to respond to four research questions related to superintendent and board of education relationship that increase student achievement. Data was collected via 41 quantitative surveys and ten qualitative interviews completed by matched pairs consisting of successful superintendents and board presidents from the same school district in California. First, data analysis revealed that possessing the belief that all students can learn, holding high expectations for achievement, and establishing a shared vision for the school district were the primary themes that surfaced. One specific strategy that also emerged was the implementation of instructional coaching as a means to improve instructional practice for teachers. Second, the essential elements within the governing team relationship that contribute to increased student achievement included board members who focus on student achievement, make decisions based upon research or data, follow the established board protocols, and understand the role of a board member, as well as superintendents who keep the board well-informed, communicate effectively, and work collaboratively with others. Third, successful superintendents and boards of education recognize their roles as a contributing member of a governance team whose relationship can result in positive effects or adverse effects that can influence the school district's goal to improve student achievement. Fourth, highly effective school districts use data as indicators of strengths and weaknesses in student achievement, in relation to accomplishment of district goals, and to provide progress reports to the board of education in order to maintain a keen focus on student achievement. [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.]