This study asked the question: Do spiritual factors impact academic achievement? The subjects in this study were all students in grades 3, 4, 5, 6, 7, 8, 9, and 11, in Seventh-day Adventist schools in the United States and Bermuda, from 2006 to 2008. The compilation of the results of 75 questions as correlated to academic achievement, controlled by ethnicity, over a three-year span from 2006 to 2008, indicate that spiritual factors do impact academic achievement and the results are statistically significant. The dependent variable was student academic achievement as measured by the Iowa Test of Basic Skills (ITBS) and the Iowa Test of Educational Development (ITED) and presented as Normal Curve Equivalent (NCE). The independent variables were 75 spiritual factors relating to the student, parent, or school. The control variable was ethnicity. One-way ANOVAs and two-way ANOVAs were utilized. Minimal study has been given to this topic (Smith, 2003, and Cannon. 2005). This is the first study to verify the importance of a parent's spirituality on their child's academic achievement. Other spiritual factors analyzed for statistical and practical significance include the following: Church affiliation and attendance; time spent after school on religious activities; emphasis of religion in the school; frequency a child or their best friends like their Sabbath school class (Sunday school class); student's intention to be an active Christian as an adult; whether there is a lot of love in the family; parental control in the home; family participation in school events; parent's and teacher's personal attendance in the Seventh-day Adventist school system; spiritual influence of teachers, friends, and other students; financial support of the constituent churches; nonfinancial support from constituent church members; enjoyment of Bible/religion class and the worship service; frequency of participation in non-school sponsored service projects; frequency of talking with parents and teachers about spiritual-related matters; family worship; who is present in the home setting when the child returns from school; support from pastors; spiritual climate on campus; and school uniforms. Two-thirds of the spiritual factors impact academic achievement in a moderate or large way. [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.]