The purpose of this study was to examine the relationship among academic optimism, Organizational Citizenship Behaviors (OCBs), and student achievement in college preparatory charter schools. A purposeful sample of elementary school teachers from college preparatory charter schools (N = 226) in southeast Texas was solicited to complete the "School Academic Optimism Scale" and"Organizational Citizenship Behavior Survey" assessing the school's academic optimism and OCBs respectively. School (N = 10) achievement data were collected from state mandated fifth grade reading and mathematics test results and socioeconomic status (SES) of schools were obtained for the number of economically disadvantaged students. Academic optimism consists of three dimensions: a faculty's collective efficacy, faculty trust in clients, and a school's academic emphasis. It has been posited that these three properties work together to constitute a new single construct, academic optimism. Organizational Citizenship Behaviors (OCBs) in schools are described as "voluntary and assistive teacher behaviors above and beyond performance expectations of their official role that "go the extra mile" to help students and colleagues succeed." The results of the regression analysis for this study indicated that statistically significant relationships exist between: (a) academic optimism and OCBs, and (b) academic optimism and school achievement, both in reading and mathematics. However, these results fail to find statistically significant relationships between OCBs and school achievement in both reading and mathematics. Furthermore, there were statistically significant relationships between properties of academic optimism--collective efficacy, faculty trust in clients, and academic emphasis--and school achievement. Statistically significant relationships exist between: (a) collective efficacy and school achievement in reading, (b) faculty trust in clients and school achievement, both in reading and mathematics, and (c) academic emphasis and school achievement in both reading and mathematics. However, these results fail to find statistically significant relationships between collective efficacy and school achievement in mathematics. [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.]