The focus of this study was to determine if there was a significant relationship amongst tenth and eleventh graders' (secondary students) Texas Assessment of Knowledge and Skills (TAKS) scores due to teacher personality styles. One model that was reviewed in this study was the five factor model. The study used the Big Five Inventory (BFI), to assess teachers' criterion referenced test. The second model that was reviewed in this study was the students standardized test scores. The study used two years worth of TAKS test scores for secondary students in grades ten and eleven. Finally, the study looked at the relationship between teacher personality styles and secondary students test scores. Secondary students' TAKS scores were compared to the teachers' surveys, BFI, in order to determine if there was a significant relationship to tenth and eleventh graders' TAKS scores due to the teacher's personality style. Results indicate that there is a significant difference amongst the academic excellence of secondary students based on teacher personality style. The results of this study suggest that further research should be conducted in this area. [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.]