This dissertation aims to find a correlation between collective teacher efficacy (CTE) and student achievement. Through a quantitative study, the researcher collected data from teachers in high- performing, low socioeconomic elementary schools, specifically those identified as Title I Distinguished Schools in a state in the southeastern region of the United States. Nine schools with 174 participants completed the Collective Efficacy Scale (Goddard et al., 2000) along with two additional demographic questions. The research questions and hypotheses sought to find the level of collective efficacy in the participating schools, to find if a strong relationship or significant correlation existed between CTE and student achievement, and to determine if CTE could be a predictor of student achievement. Through data analysis, the correlation was not statistically significant, and the data collected did not conclude that the level of collective teacher efficacy could predict student achievement. The results demonstrated that all the schools in the study displayed high levels of collective efficacy with similar CTE means. Since all the schools demonstrated high levels of collective efficacy, this study contributed to the literature by showing similar CTE among these schools. Subsequently, the literature supplemented the consideration of contributing factors which support the development of CTE influencing school improvement. Understanding the factors and the results of this study together can be used to replicate in low socioeconomic schools to increase student achievement. [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.]