Most school districts across the country continue to research how to help their students become better prepared to enter the workforce and higher education. As a result, the extent to which dynamic teaching techniques affect the success of classroom-taught material currently is not known. Much of the current literature reveals studies on teaching techniques in relation to subject matter other than academic student success. Studies focused on student comprehension do not specify recognizable techniques that can be measured or compared. The purpose of this qualitative study is to analyze whether the use of certain dynamic teaching techniques has an influence on student success in the classroom. This study focuses on the Generative Process and Scaffolding Theory. The study was intended to access the experiences of certified teachers, examine the trends that point toward successful classroom instruction, and identify keys to successful classroom teaching. The study used a purposeful sample of 17 full-time teachers at a K-8 charter school in Florida. The study analysis resulted in several themes that emerged in alignment with the Generative Process Theory and the Scaffolding Theory. The results of the study showed that teaching techniques do influence student success and that traditional teaching methods are not as effective as dynamic teaching techniques. The findings illustrate that when dynamic teaching techniques are employed, students become more engaged to learn and more academically successful. An additional finding was that traditional teaching is becoming an obsolete method of teaching in the classroom. [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.]