Research indicates that classroom magazines are used with over 25 million students each school year. This secondary analysis using archival data was conducted to investigate the relationship between classroom magazine utilization and teachers' perceived literacy skills development in 3rd-12th graders. Variables of mandatory reading, instructional time, years of teaching experience, and grade level taught were explored for possible relationships with teacher-perceived literacy skills. Data from 3975 teachers that responded to The Educational Effectiveness Survey were analyzed using factor analysis and ANOVAs. Results from this study found that instruction time and mandatory reading were positively associated with higher teacher-perceived literacy skills. However, years teaching experience and grade level taught did not result in statistically significant relationships to teacher-perceived literacy skills. Due to the connection between literacy skills and future life achievements, research must continue to add to the existing body of knowledge on classroom magazine use. Results of the survey support the importance of classroom magazines as an engaging way to learn literacy skills through mandatory reading and classroom instruction. [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.]