Reform is a common tool used by policymakers to increase student achievement. Unfortunately, reform efforts are not always successful. However, researchers have demonstrated that school culture and climate both impact student achievement (Cavanaugh & Dellar, 1997; Cohen, Fege, & Pickeral, 2009; D' Alessandro & Sadh, 1998; MacNeil, Prater, & Busch, 2009; National School Climate Council, 2007; Peterson & Deal, 2009; Stolp, 1994; University-Community Partnerships, Michigan State University, 2004). The overarching question explores the relationships among school culture, school climate, teacher efficacy, and collective efficacy and their impact on reform movements. Secondary questions are: what is similar and contrasting among the constructs; how are the constructs interrelated; and in what ways can these constructs impact school reform efforts? For the purposes of this study, school climate is viewed as a manifestation of school culture, with teacher and collective efficacy as part of the cycle that impacts reform efforts.