As educational systems strive to enhance academic achievement, it becomes crucial to identify factors that can positively impact academic outcomes. Examining the educational landscape of Alabama, which faces challenges in comparison to other states, this study seeks to address the limitations of relying solely on increased funding and aligned curricula to improve student achievement. While previous research has explored the relationship between academic optimism and academic achievement, there is a lack of studies specifically focusing on high schools. Understanding the unique context and challenges faced by these schools is essential for effective educational leadership and improvement strategies. The purpose of this study was to determine the relationship between academic optimism and student achievement by measuring teachers' collective efficacy, trust, and academic emphasis in Alabama schools. Additionally, this study aimed to examine correlations between administrators' and teachers' Academic Optimism and academic achievement. A quantitative approach was employed to investigate the research objectives. The School Academic Optimism Survey (SAOS) was administered to teachers and administrators in eighty high schools across Alabama. Data collected through the survey were analyzed to determine the correlations between academic optimism and academic achievement. By investigating the correlations between academic optimism and academic achievement, this research looked to shed light on its potential impact. The findings of this study indicated a positive relationship between academic optimism and student achievement in Alabama high schools, even after controlling for socioeconomic status. This highlights the significance of academic optimism as an influential factor in fostering academic success; further emphasizing the importance of teachers' beliefs and perceptions in shaping instructional practices and fostering a conducive learning environment. By recognizing the importance of academic optimism and its potential impact on student achievement, educational leaders and practitioners can navigate this construct to improve the quality of learning environments in Alabama high schools. This research serves as a valuable resource for addressing accountability mandates and promoting successful student outcomes. [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.]