Educational effectiveness research examines factors relating to student background, school-level decisions, and teacher-level methods. Researchers have created extensive lists of educational effectiveness factors across student, school, and teacher domains. While student achievement is the primary measurable factor of educational effectiveness, it is impacted by factors in each of those multidimensional, interrelated domains. Marzano (2003) created an assessment to examine teacher perceptions of educational effectiveness factors for the purpose of providing data to support administrator decisions about school improvement efforts. While the survey has been used in multiple settings, there is only one indication of it being used in Christian schools. Overall, there is very little research about educational effectiveness factors in Christian schools. This study used Marzano's survey to examine to what extent teachers perceived their Christian K-12 schools in the United States were engaged in educational effectiveness factors. Christian school administrators in the United States were asked to forward a survey to their teachers and encourage their participation. Teachers were asked to complete the survey consisting of the 68 item Snapshot Survey of School Effectiveness Factors addressing 11 factor areas in addition to five demographic items. Teachers perceived no strong engagement in any educational effectiveness factor area and only mild engagement overall in all 11 educational effectiveness factor areas. Survey items related to student empowerment were rated with mild non-engagement, and items relating to student behavior control were rated with strong engagement. [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.]