The purpose of this quantitative correlational study was to determine if a relationship exists between National Board Certified Teachers and Reading achievement in elementary schools. The study included a comparison of the average mean developmental scale scores from the End-of-Grade Tests for a three-year period between National Board Certified Teachers at the Master's and Bachelor's levels and teachers without National Board Certification at the Bachelor's and Master's levels. An analysis of variance (ANOVA) was performed using the average developmental mean scores of the Bachelor's and Master's groups with the teachers serving as the independent variable and the developmental scale scores as the dependent variable. The implications of this study indicate that there was not a measurable difference of effect between the two sample groups at the Bachelor's or Master's level. Although the study provides interesting information that can be considered before attributing unknown values to the impact of National Board Certified Teachers on student achievement, the size of the sample group has some limitations to generalizing the results to the entire population of National Board Certified Teachers. [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.]