The purpose of this quantitative correlational research was to examine the relationship between parents' satisfaction with school climate and fifth-grade students' achievement in English language arts (ELA) and math in South Carolina. The theoretical framework for this study included organizational climate and school climate theories. The study was conducted using school-level archival public data from a 2014 survey of parent satisfaction with school climate, operationalized as learning environment, social and physical environment, and school-home relations, and 2014 student achievement in language and math on the South Carolina Palmetto Assessment of State Standards. The results of Spearman's Rho correlation analysis performed on data from 475 schools showed that student achievement in ELA correlated significantly with parent satisfaction with the learning environment (rho = 0.390, p < 0.01), social and physical environment (rho = 0.444, p < 0.01), and school-home relations (rho = 0.332, p < 0.01); and student achievement in math correlated significantly with parent satisfaction with the learning environment (rho = 0.362, p < 0.01), social and physical environment (rho = 0.420, p < 0.01), and school-home relations (rho = 0.304, p < 0.01). The results of the study provided empirical support for the alternative hypotheses, indicating that parents' satisfaction with school climate is positively associated with fifth-grade student achievement in English Language arts and math. These findings can be used to illustrate the possibility for school leaders to use school culture avenues to enhance 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.]