The authors investigated the relationship between perceived effectiveness of elementary school faculty groups as a whole and student performances on standardized tests. Participants included the principal and all teachers, referred to as the faculty group, in 61 elementary schools. Members of the faculty group in each school completed the Group Developmental Questionnaire, an instrument that assesses the developmental level of work groups. The authors obtained data regarding the percentage of 4th-grade students who met the state proficiency standard in citizenship, reading, science, mathematics, and writing in each school. Results suggest that school demographics (staff size, rural or urban location, and district poverty level) significantly influenced student outcomes. In addition, the manner in which faculty member worked together as a group significantly influenced student outcomes in schools with similar demographic profiles. Findings suggest that if faculty members work together to become more trusting, more cooperative, and work oriented, student learning and performance can be affected positively. Therefore, the authors recommend interventions designed to help faculty groups work together effectively.