The impact of participation in sports on the academic performance of student-athletes has been studied extensively. However, few studies have focused on the factors that impact the performance of high school student-athletes. The problem addressed in this study was factors that impact the academic performance of student-athletes. The purpose of this qualitative study was to explore how educators and administrators in a single school in a Louisiana school district describe factors that influence the academic performance of student-athletes. Self-determination theory was used as a framework to discover positive and negative impacts of factors. The study sample included 10 educators and administrators (e.g., coaches, teachers, and athletic directors) who were recruited through purposive sampling. The research findings indicated that factors impacting student-athletes' academic performance relating to five emerging themes: skills, authentic leadership, demographics, culture and climate, and relationships. Additionally, the findings showed positive and negative impacts based on self-determination. Recommendations included development of a culture wherein the behaviors and standards are structured to build capacity towards autonomy and self-efficacy with metrics clearly defining objective and subjective measures with shared educator and student responsibilities. Future research should be conducted with focus on sports and academic performance of high school student-athletes. [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.]