This study sought to explore the impact of what has been identified as hip hop pedagogy, and how selective songs from the musical genre may motivate student achievement. This research also explored the willingness of educators at multiple levels to incorporate this form of pedagogy. The research made use of the hip hop genre, using specific song excerpts for participants to hear and evaluate for the purpose of the study. However, the researcher does not claim the origin of the term hip hop pedagogy. The citations offered include Adjapong and Emdin (2015) and O'Connor (2016). Music being used as a pedagogical tool is not a new idea, and hip hop pedagogy may place social and cultural components into the educational landscape of diverse students. Selected previous literature highlights the tendency for the academic achievement deficiencies by underserved students to be viewed as an individual or community issue, with larger socioeconomic factors often being ignored. Rather than accommodating educational needs, the current education system seems reluctant to abandon the generic scripted curriculums and repeated standardized testing. Utilizing an original mixed methods design titled, "Survey of Educators' Hip-Hop-Lyrical Reflective Phenomeno-Critical Thought"© (Developed by Moffett and Longmire, 2021-2024), selected educators (N=25) were surveyed on their perceptions, behaviors, and attitudes surrounding hip hop, selected key terms, and the role hip hop may have in the lives of students and educators. In accordance with the Fair Use Disclaimer for YouTube content, the original survey instrument contained 11 song excerpts to which participants were directed to listen as embedded survey items. For Phase II of the study, a voluntary subgroup (n=7) was interviewed. Data collection methods yielded descriptive statistical and qualitative data that were analyzed and coded to reveal 11 selected themes and subthemes. Despite the sample size limitation, the results seemingly suggest that hip hop can motivate student achievement in several ways and that hip hop can be used to initiate important discussions. From a review of selected findings, educators in the classroom may be more inclined to incorporate hip hop pedagogy than educators at higher levels, such as state or district leaders. As a result of the findings, implications include support for adding education reform into the context of social justice initiatives. The insight provided using this mixed methods design suggests ways for educational decision-makers to navigate the incorporation of what has been identified as hip hop pedagogy into the curricula from PK12 through post-secondary settings. The research suggests that a longitudinal study should be considered that begins with acceptable usage of hip hop pedagogy at the ninth-grade level, using ACT and SAT scores as dependent variables based upon the use of hip hop in teaching English, math, and science through the PK12 experience, leading to admission to college. By striving to utilize hip hop as a pedagogical tool in a critical and culturally relevant manner which is supported by empirical evidence, educators may help facilitate motivation for academic achievement in underserved students and become transformational leaders. [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.]