This convergent mixed methods study investigated the relationship between the assessment-capable learning (ACL) instructional model, John Hattie's influence referred to as "students driving their own learning," and math achievement in kindergarten. While Visible Learning literature has focused on secondary and higher education, this research addressed its influence in early childhood. The study converged quantitative and qualitative data to examine how teacher practices influence student achievement. Research questions explored student mastery in mathematical problem-solving and instructional strategies related to the ACL framework. Quantitative instruments included HMH Module 11 and 12 math assessments, ACL framework implementation level (SC Rubric 4.0), and standards-based report card data. Qualitative data were collected via field notes and audio-visual transcriptions and analyzed through thematic coding. Multiple linear regression indicated that the observed instructional framework and student performance on Modules 11 and 12 predicted report card performance by 38.4%. ANOVA results demonstrated statistical significance, showing that teacher clarity, aligned standards, and feedback influenced assessment and mastery of learning intentions. The qualitative results provided substantial evidence of learning intentions and success criteria in practice, though feedback was less evident. Findings contribute to Visible Learning literature in early childhood, linking modern metacognition and self-regulation research with historical early childhood theories. [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.]