The enactment of the No Child Left Behind Act of 2001 created a movement that focused on closing the achievement gap between students at-risk for failure and students who demonstrated academic achievement. The resilience paradigm surfaced as a result of research that showed the capacity of human beings to succeed in spite of risk and adversity. A resilient school culture can be a vehicle for the development of success for students (Henderson & Milstein, 2003). This study examined the relationship between academic achievement and student perceptions of resilience. The first group of research questions assessed the relationship between resiliency constructs and TAKS scores in math and reading. A statistically significant relationship was found between TAKS scores, math and reading, and student perceptions of their individual strengths and interpersonal relationships. The relationship between TAKS scores, math and reading, and emotional vulnerability was not of significance. The second group of research questions assessed the differences in resilience characteristics when compared by demographic variables. Findings supported existing research that indicated significant differences between at-risk students and not at-risk students and between economically disadvantaged students and students who were not labeled as economically disadvantaged. Differences in perceptions of resilience characteristics were noted between Asians and Hispanics and differences in perceptions of emotional vulnerability were noted between Asians and Hispanics and between Asians and African Americans. No significant differences were found when students were categorized by parental status or gender. The third group of research questions focused on students' attitudes toward the school culture. Eight students participated in a semi-structured interview with questions based on Henderson and Milstein's Resiliency Wheel (2003). Results indicated differences in students' perceptions of their school culture. Students who were able to solicit support from others were also more able to plan and achieve positive outcomes. [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.]