This paper presents results from an examination of the relationships between high school (HS) faculty mobility and 2009-2010 New Jersey High School Proficiency Assessment (HSPA) Math and Language Arts Literacy test results. Variables found to have an influence on standardized test scores in the extant literature were evaluated and reported. Hierarchical regression models were used to determine the strength of the predictive influence of these variables, specifically faculty mobility, on both HS Math and Language Arts Literacy student performance. Mixed results indicated that faculty mobility does not have a significant influence on HS LAL achievement but it does significantly contribute to the explained variance in HS Math achievement. Implications for practicing administrators are discussed.