This study explored the learning methodology associated with implementation of Visible Learning Assessment Capable practices and the relationship between implementation of these practices and teacher and students' perceptions. The literature surrounding the positive influences in Hattie's (2009) meta-analyses address the impact Visible Learning Assessment Capable practices may have on student learning but fail to deliver on how to effectively execute these components in a true classroom setting. John Hattie's (2009) "Visible Learning" theory provided the framework for this study. A mixed methods case study with a convergent approach design was used in this study in which qualitative and quantitative data was collected and analyzed concurrently to analyze implementation and perceptions of Visible Learning Assessment Capable practices in an elementary setting in a Title I building in Kansas. Qualitative data was gathered by examining factors associated with implementation of these practices from student and teacher interviews. Quantitative data was also collected and consisted of teacher self-assessment surveys, perceptions of student learning surveys from teachers and students based on implementation of these practices, and student-learning log entries. The integration of results within this convergent case study design developed a thorough summary of the bounded case within this study through the combination of statistical data and the real-life experiences of participants' (Creswell & Poth, 2018) implementation of a Visible Learning Assessment Capable practices. The results of this study will further the understanding of implementation of Visible Learning Assessment Capable practices at this case study site. [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.]