Teachers, as the primary human capital resource within a school, are the most significant lever in the educational success of students. High-quality teachers are necessary for the academic growth and development of all students at each level of rigor. At the high school level, courses are designated in two primary categories determined by the required rigor of instruction and student performance of content/skill mastery; courses are designated as on-level or advanced. Advanced courses are then sub-divided into two additional designations: honors or accelerated. Accelerated courses demand a higher level of instructional rigor and assessment performance than honors courses. Accelerated courses are aligned to standardized assessments that offer the potential for students to earn college credit. The manner in which teachers are assigned to courses, and thereby students, is the focus of this research. The study addresses the question: To what extent do more qualified and effective teachers have a greater share of advanced courses than less qualified or effective teachers? This study sought to provide a quantitative analysis of potential patterns in the teacher-course assignment sorting process at the high school level in a medium-sized, suburban, southeastern school district. The district is comprised of five comprehensive high schools with a sample size of 531 teachers assigned to 2,086 courses. Teacher quality variables, measured by qualifications (degree attainment and years of experience) combined with effectiveness (evaluation designation), were the independent variables included in this study. The study includes a descriptive statistical analysis, a regression analysis, and a fixed-effect regression analysis of the teacher quality variables and course assignment data provided by the school district. The findings of the analyses of the data indicate a higher positive association to the assignment of honors and advanced courses to teachers with higher evaluation designations. However, the analysis provided little to no evidence of a significant association of teacher qualifications (measures of degree attainment and years of experience) on the pattern of teacher course assignment. This study acknowledges limitations related to the scope of a single district during a single school year, as well as the focus on teacher variables exclusive of any student specific variables that may indicate a more nuanced description of teacher-course assignment patterns. Implications for research, policy, and school leaders are also discussed in the context of educational equity. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]