With the increased demands for school accountability from the federal, state, and district levels, many school administrators report limited time available for the critical task of classroom observations. This research examined the relationship between classroom observations using a walk-through procedure and student performance. Building administrators used the eWalk tool to facilitate additional classroom observations beyond those required by the State to determine if there was evidence of teachers applying five instructional criteria develop by the system. This study determined if the number of affirmative responses (yes) to observing these criteria, as recorded using eWalk was related to student achievement as measured by the Georgia Criterion Referenced Competency Test (CRCT) and the Georgia High School Graduation Test (GHSGT). The mixed method study utilized CRCT, GHSGT and eWalk data. Research was conducted in a single school district. The participants in this study included all 37 schools, with 200 administrators' eWalk data from the 2008-2009 school years. Also included in this study was an interview with the Assistant Superintendent of Teaching and Learning who was instrumental with implementing the additional classroom observation tool called eWalk. The findings indicated no significant relationship between average of the eWalk "yes" responses from the administrator classroom observations and student achievement. There were four themes that emerged from the coding of the interview. [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.]