This qualitative case study explored the factors contributing to student underperformance as measured by standardized assessments in a predominantly Latino, low-income public elementary school in the southeastern United States. Findings from teacher interviews and observations with five voluntary teacher participants revealed that despite excellent amenities, services, and a dedicated staff, student performance may still be impacted by teacher perceptions and valuations of themselves and their students as well as imprecise instructional practice. Findings from teacher participant interviews indicated incidences of deficit thinking and inattention toward the predominantly low-income, Latino, emergent bilingual population of the school. Interviews also revealed perceptions of a widespread devaluation of teachers assigned to primary grade-levels. Classroom observational findings indicated deficiencies in rigorous, goal-aligned standards-based instruction. Although schools have sought to address the realities of low-income children and families with meal programs, extended school days, parent engagement incentives, and a host of other wrap-around services, the gaps in student achievement, as measured by standardized tests, remain relatively unresponsive. It is hoped that the findings of this study will contribute to broader understandings of not only specific instructional practices that may aid teachers in better serving the needs of emergent bilingual, low-income, Latino student populations, but also underscore the complexities involved in teaching and learning in an era of high-stakes, standards-based accountability. [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.]