The purpose of this correlational, quantitative study was to determine if a relationship exists between school culture and student achievement in central Mississippi schools. Data from an online survey was collected from 397 certified teachers representing 10 central Mississippi elementary schools and attendance centers. The School Culture Survey (SCS) developed by Steve Grunert and Jerry Valentine (Grunert,1998) and the Mississippi Department of Education's school accountability report were the data collection tools used for the study. Data for this study derived from 7 elementary schools and 3 attendance centers included the schools' dominant school culture factor, overall accountability rating, demographic factors, and each school's class size ratios. Results from the Pearson's correlation coefficient revealed no statistically significant relationships between the schools' dominant culture factor on the SCS and student achievement. Additional analyses examined the relationship between demographic factors and student achievement, and class size and student achievement. The findings indicated no statistically significant relationship between student achievement and demographic factors, however there was a statistically significant relationship found between class size and student achievement. While the study resulted in limited statistically significant findings, it may suggest a relationship between student achievement and school culture for future studies. The findings may also suggest a further look into class size ratios and 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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]