The area of interest considered for the study was the overall academic achievement in biology lecture and laboratory courses using Bloom's Taxonomy. The problem of the study is the lack of higher-order thinking skills leading to a learning gap in many universities and colleges. The purpose of the quantitative correlational study was to determine if there is a statistically significant relationship between the biology lecture examination question answers (correct or incorrect), a dichotomous variable, based on Bloom's Taxonomy, and the matching laboratory assessment grade, a continuous variable, received by 51 students in a community college in northern New Jersey. The framework for this study was created by combining descriptive theory, meta-theory, and Bloom's Taxonomy. The key research questions included the relationship between lecture assessments and laboratory assessment grades of students in General Biology I. Archival data and a Point Biserial Correlation was used for data analysis. The key results include two significant relationships and one non-significant relationship between the lecture assessment questions and the laboratory assessment grades. The main conclusion portrays how the knowledge/comprehension question has no relationship with the laboratory assessment grade and the application/analysis and synthesis/evaluation questions have a relationship with the laboratory assessment grades. Instructional faculty can benefit from the study and implications include improving the academic outcomes of students at the basic and advanced levels of Bloom's Taxonomy. [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.]