Many school districts in North Carolina are striving to increase proficiency levels in mathematics. With the implementation of the Common Core State Standards, mathematics standards have changed drastically and students are expected to solve complex multi-step word problems and explain how they solved them. As a result, teachers equally need a deeper understanding of their content and must have the ability to teach concepts in a conceptual way versus through procedural computation. This study analyzed the impact of teacher factors on student achievement in seventh grade math in a southeastern school district in North Carolina. This mixed-method study used quantitative and qualitative data to analyze the impact of three teacher factors on student achievement in seventh grade math. The researcher completed two statistical tests to determine whether teacher certification and teacher years of experience had a statistically significant impact on student achievement in seventh grade math. A 20-question teacher survey was also used to analyze the impact of instructional resources on seventh grade math. The author completed a review of the relevant literature as well. The data from the "t"-test, ANOVA, and teacher survey were analyzed and compared to the studies in the literature review. The study concluded with recommendations and conclusions based upon the results from the data analysis and review of the literature in the study. [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.]