Music education has been shown to be related to a variety of positive outcomes, including student achievement in math. This study was conducted to examine the effect of integrating Hip Hop Literacy songs on fourth grade reading achievement scores. The framework for the study was Miendlarzweska and Trost's model of musical instrument training. Archival data set consisting of middle school students' (N = 109) total reading scores on the Campus Based Assessments was used to determine the examine the impact of integrating Hip Hop Literacy songs on fourth grade reading achievement scores. Changes in student achievement were measured by calculating reading scores between the 2014-2015 academic school years. The data were retrieved from a public-school system in Texas. Results of a t test indicated that there was a difference in scores between the group of students who received integrating Hip Hop Literacy songs and the group of students who did not receive integrated reading music instruction. The results indicated that students who received Hip Hop Literacy had a higher mean score on pretest and posttest assessment (pretest - M = 70.06, SD = 20.329; posttest -- M = 66.38, SD = 18.344) than students who did not receive received integrated Hip Hop Literacy songs had (pretest - M = 46.31, SD = 23.632; posttest -- M = 54.35, SD = 18.796). The results of a two-tailed, independent groups t-test indicated that there was a difference in mean between the two groups t(107) = 2.371 and p = 0.02. Educators incorporating new teaching methods will positively impact students' academic 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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]