The nationwide decline in mathematics achievement has prompted curriculum leaders to search for a research-based framework with proven results. Implementing John Hattie's Visible Learning practices in a school district in upstate South Carolina significantly improved overall mastery of mathematics. This approach empowered teachers and students, making learning more "visible" and student-directed. The school improved student achievement by intentionally focusing on feedback and metacognitive awareness. A comprehensive mixed-methods study was conducted to analyze the perceptions of teachers and students engaged in teaching and learning within the Visible Learning framework. The study utilized descriptive statistics, a Mann-Whitney U test, and a Pearson product-moment correlation to explore the relationship between academic achievement and the Visible Learning framework. Additionally, qualitative data from recorded lesson observations provided valuable insights, revealing that teacher perceptions of feedback and students' perceptions of metacognition are closely intertwined with instructional practices following the Visible Learning framework. The study's findings emphasize the importance of feedback in nurturing metacognition and suggest that integrating feedback into Visible Learning practices can enhance students' metacognitive awareness and mathematical achievement. [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.]