This study used hierarchical linear modeling (HLM) to examine the relationship of student, teacher, school, and district-level variables on students' mathematics achievement as measured on the Grade 5 end of year assessment in North Carolina. Analyses indicated that there were statistically significant relationships between gains in student achievement and students' gender and ethnicity, teachers' advanced degrees (e.g., Master's and Doctorate), teachers' years of experience, and National Board Certification status. In terms of school and district-level variables, there were statistically significant relationships between students' mathematics achievement and the district's teachers' ratings of their job satisfaction as well as the district's percentages of teachers who had either graduate degrees and National Board Certification. Future research should examine the influence of these variables on mathematics achievement in other populations as well as tease out specific instructional practices in classrooms that may contribute to gains in student outcomes.