The national focus in education continues to center on school accountability and student results. Districts and states are continually searching for ways to improve student performance and learning outcomes. There are several Data Driven Decision Making models currently being used in school districts across the country. Research continues to expand in the investigation of Data Driven Decision Making models. This study examines how a Data Driven Decision Making (DDDM) process is perceived at an elementary school for identifying possible problems, analyzing problems, designing and modifying instruction, and consistently evaluating student learning in an effort to provide knowledge in the field of education on how data is used to inform instruction and planning. This study addresses the following questions: 1. Is a DDDM process used by faculty when analyzing student data? 2. Are teachers utilizing data to affect their instruction? 3. Is professional development provided to teachers to help them in their efforts to utilize data to guide their instruction? Through research, this study found that the school used in this study utilized a Data Driven Decision Making process to improve student outcomes. Schools can make important instructional decisions with the use of data to improve teacher capacity with effective professional development, strengthen the curriculum by strategically analyzing student data, motivate students, and create long term goals for continued growth. [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.]