The major purpose of this study was to analyze the relationship between person-job fit in new teacher hires, those teachers' perceptions of job satisfaction and the resulting student academic achievement. The survey of teachers and principals was conducted by the Texas Public Schools Research Network (TPSRN). TPSRN received over 729 responses from newly hired teachers in addition to 59 principals' responses to their questions. A composite score was created for both person-job fit and job satisfaction. The scores from TPSRN coupled with the campus mean Texas Assessment of Knowledge and Skills (TAKS) scores were used to conduct the quantitative statistical analysis. The individual composite scores were compared to the TAKS scores. Additionally, the analysis included controlling for low socio-economic populations at the campuses. Results indicated that there was a relationship between person-job fit and job satisfaction. Results also indicated that there was a significant relationship between both person-job fit and job satisfaction as those measures were individually compared to student academic performances as measured by the campus mean of the 2010 TAKS test (p < 0.10). The relationship found between person-job fit and job satisfaction in comparison to student academic performance changed when controlling for low socio-economic populations. The results indicated no relationship between job satisfaction and student academic performance with one exception. After controlling for low socio-economic populations, there remained a significant relationship between job satisfaction and student academic performance as measured by the TAKS math test but there was no relationship when compared to the TAKS Reading/English/Language Arts test. There was no relationship between person-job fit and student academic performance when controlling for low socio-economic populations. Education stakeholders must take note of this change in relationship when controlling for low socio-economic status. The impact of teachers in the classroom who are first properly selected and then continue to find satisfaction in their work has been demonstrated to have a significant relationship in the achievement of students; however, when the low socio-economic populations are removed or controlled in the study, the impact of teachers to the achievement of students not considered low socio-economic no longer existed in all but one test. This implies overwhelming importance of fit and satisfaction as it relates to teaching students of low socio-economic status. Recruitment practices and subsequent job training will play a role in the success of all student populations but specifically those who come from a low socio-economic background. [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.]