Educational reform and the development of performance measure policies have remained a continuous debate throughout the past several decades. These accountability policies and increased performance standards can have a significant effect on teacher practice and student outcomes. Policy initiatives have now shifted the definition of teacher quality to the teacher effectiveness in producing successful student outcomes. A qualitative case study, using the phenomenological research methodology was utilized to investigate teacher perceptions on effective instructional practices that positively affect student outcomes and their understanding of the state accountability system. The researcher investigated this topic at an exemplary charter school, Vanguard Academy, that has consistently achieved high accountability ratings although serving an economically disadvantaged community. The dominant Hispanic demographic at this charter school has demonstrated high student outcomes within a unique school design. The researcher conducted 12 interviews with charter school teachers to discover findings within these topics in a school system of innovation and academic freedoms. Collaboration within the school community was the most significant finding across three research questions that teachers perceived as a contributor of successful student outcomes. Further exploration of the school culture, fine arts integration, and teacher retention within this charter school model outlined components that positively affect student outcomes. The qualitative research findings in the current study can utilized to understand and improve innovative instruction within public schools, both charter and traditional ISDs. [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.]