The passage of the No Child Left Behind Act and the Elementary and Secondary Education Act of 2001 emphasized the growing concern in the United States that a need exists for highly qualified teachers, if children are to have a chance at succeeding in the 21st century. These pieces of legislation and philosophical change to learning have opened the door to organizations that offer national teaching certificates and educator assessment instruments. The National Board for Professional Teaching Standards (NBPTS), the American Board for Certification of Teacher Excellence, Education Testing Services, National Evaluation Services, and others provide programs and services by which teachers can obtain highly-qualified status through national certification. Many national and state political and education leaders have wholeheartedly endorsed these certification programs as being the savior to American education. In this article, the author questions the integrity of these private certification firms concerning the effectiveness of teacher credentialing in hope of identifying the best teachers for student success. However, many school officials continue to support these education systems and initiatives even without significant statistical evidence that shows the programs lead to student success. The author discloses the fact behind these certification procedures and examinations used by the various states.