In an ever-diversifying country, the landscape of the American classroom is shifting, requiring educational leaders and teachers to possess curriculum knowledge, cultural intelligence, and self-efficacy to understand students' cultural differences. This study aims to offer specific insights into four schools in the suburban Midwest working to improve the historically low achievement of Hispanic students. Utilizing a non-experimental correlational quantitative approach grounded in Social Cognitive Theory (Bandura, 1986) and Cultural Intelligence Theory (Earley & Ang, 2003), this study examined the relationship between Hispanic students' academic outcomes and individual cultural intelligence and collective teacher efficacy. The findings of this study have several practical implications for educational practice, especially in high-poverty schools serving diverse student populations. Fostering an environment that promotes continuous professional development in cultural intelligence is crucial. Although cultural intelligence was not found to have a statistically significant impact on student achievement in this study, the broader literature suggests its importance in culturally diverse settings. The weak yet positive correlation between collective teacher efficacy and student achievement highlights the need to build a strong, supportive school culture. This study contributes to the body of research on educational equity and provides practical insights for improving academic outcomes for Hispanic students. [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.]