The primary goal of all public educational systems is to maximize positive student experiences and student learning outcomes. The teacher is the most influential stakeholder in achieving this goal, but educational leaders must support the teachers through professional development and accountability. The purpose of this study was to examine the student perspectives surrounding their perceptions of the personality traits of teachers deem "high-impact." The big five personality model was used to focus on the five factors of personality as the measure of personality traits and characteristics. Data was collected from college students between the ages of 18 and 25, with the participants completing the Mini-IPIP Personality Survey by answering the 20 questions from the perspective of how they believe their high-impact teachers would answer the question, not how they as an individual would answer each question. A k-means cluster analysis showed two distinct clusters emerging from the data. An ANOVA test showed that consciousness, agreeableness, and neuroticism are statistically significantly different. An ANOVA test analyzed the difference between males and females, with agreeableness emerging as statistically significantly different between the two groups. Additionally, an ANOVA test analyzed the difference between a high GPA (3.5-4.0) and a low GPA (1.0-3.4), with extraversion and agreeableness emerging as statically significantly different. The results indicate that a teacher's personality traits impact the student experience in the classroom. [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.]