This study investigated whether National Board for Professional Teaching Standards (NBPTS)-certified teachers in Tennessee were exceptionally effective in bringing about objectively measured student achievement gains. Tennessee has over 40 NBPTS-certified teachers, 16 of whom teach in grades 3-8 and have value-added teacher reports in the state database. Tennessee's teacher reports summarize the annual achievement gains exhibited by each teachers' students. This study used teacher-effect scores from year 2000 teacher reports of the NBPTS-certified teachers included in the database. Data analysis indicated that the 16 teachers could not be considered exceptionally effective in terms of their ability to bring about student achievement. All of the teachers fell short of the standard either in one of the required subjects (mathematics, reading, and language) or failed to meet it for three consecutive years (where three years of data were available). One teacher came close to qualifying, with exceptional teaching in two out of three subjects for two out of three years. An appendix presents teacher-effect scores for Tennessee NBPTS-certified teachers. (SM)