Few researchers have investigated what occurs inside charter schools with respect to teaching and learning. To address this gap in the literature, the researcher conducted a descriptive, single-case study to examine how teachers at charter schools use research-based instructional methods to increase student achievement. The site for this study is a charter school in Dallas, Texas. The researcher used Friedman and Friedman's school choice theory to shape the research questions and data collection procedures and used an organizational-level logic model to analyze instructional methods (case) used by individual teachers to deliver the instruction presented to them during professional learning community meetings. The researcher gathered data from direct observations, teacher lesson plans, class schedules, and student grade-level information. The researcher reviewed unidentified aggregate student benchmark scores by content. Based on the evidence from the data triangulation of interviews, focus groups and direct observations, the researcher determined that the district developed professional development and flexible curriculum improved teacher pedagogy. The results of the study indicated that teachers were eager to increase their knowledge of research based instructional practices to support student learning loss. The 3rd-8th grade unidentified aggregate student benchmark data suggested gains in math and reading. [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.]