This study examined possible relationships between cognitive ability, teacher dispositions, and content knowledge and elementary classroom achievement. Data was gathered on teachers using the Wonderlic Personnel Test(TM), Star Teacher Pre-Screener(TM) and Praxis II(TM) assessments and compared to classroom growth on the Measurement of Adaptive Progress (MAP) computer-based adaptive assessment. The sample size was fairly small, limited to thirty fourth and fifth grade teachers that volunteered from selected Kentucky public school districts. Pearson correlation analysis did not show any significant relationship between the scores on the three teacher assessments and student academic growth using the MAP growth index scores for corresponding classrooms. Implications of this study are that although no relationship is shown, more research is needed that would include a refined study protocol to acquire a larger, more diverse teacher sample. [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.]