The challenge established by the persistence of student achievement gaps across ethnicity groups, socioeconomic strata, parental education, and English language learner status is the collective responsibility of federal, state, and local education agencies both public and nonpublic. This study aims to evaluate the extent to which the practices of collaboration and professional development within a school site impact the growth in achievement and proficiency of its students. The Clark and Estes' (2008) gap analysis model utilized for this study provides a systematic, analytical method that helps to clarify organizational goals and identify the knowledge, motivation and organizational influences. Through a qualitative methodological framework and the use of participant interviews, observations, and document analysis, this study identified the presence of salient knowledge and motivation influences that are critical for teachers to possess in effectively participating in collaboration that impacts instructional practice and student learning. In particular, the need for collective and individual accountability, identification of varied impacts of collaboration on individual practice, use of data to support collaborative activities surfaced as critical knowledge assets. High levels of motivation were attributed to the capacity to establish connections between faculty collaboration and positive change in student learning and instructional practice, as well as teacher capacity to conceptualize individual roles in faculty collaboration. The findings and results of data collection collectively articulate the need for an implementation and evaluation plan that fosters the emergence of critical behaviors among teachers that support their effective participation in faculty collaboration that impacts student learning. [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.]