Executive functions are a varied pattern of cognitive functioning abilities that are tied to student achievement, emotional and behavioral regulation, and performance. It has been well documented the importance of these skills upon a variety of student domains of functioning, with recent emphasis on academics and behavior and attention. This quantitative study addressed examination of teacher knowledge of general executive function skills, as well as their view as to what degree presented executive functions could be taught in the academic setting. Teacher input in this study was viewed through various factors including their grade level taught, as well as the type of teacher they were (e.g., regular education, special education, or both) in examining if these factors created illustrated different levels of knowledge of executive functions or have differing views if presented skills could be taught. This study illustrated that teacher grade levels did not present significantly different knowledge levels of executive functioning or views to what degree these skills could be taught. A significant difference was found between regular education and special education knowledge level of executive functions with special education teachers having higher levels of recognition of these terms and constructs. Follow up studies using mixed methods to more thoroughly investigate the topic of teacher knowledge as pertinent to executive functions and their importance to academic functioning is recommended. [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.]