The purpose of this research study was to examine, through statistical analyses, the impact that the 2 different types of highly qualified teachers have on student achievement reading and math scores among fourth- and fifth-grade special education and general education students for the 2010-2011 and 2011-2012 school years. The evaluation instrument used was the Arizona's Instrument to Measure Standards assessment, a standards-based test utilized in Arizona to measure student achievement. The 2002 No Child Left Behind (NCLB) Act mandated that districts hire teachers that have attained a "highly qualified" status. Each state is permitted by the federal government to determine how the highly qualified status is obtained. Arizona teachers can obtain a highly qualified status by either taking the Arizona Educators Proficiency Assessment (AEPA) or using other "highly qualified" status, which includes the High, Objective, Uniform State Standard Evaluation (HOUSSE) rubric, reciprocity, a major (24 credits) in a core area, an advanced degree in a specific area, or National Board certification. The AEPA is a subject knowledge test. Other highly qualified status includes the HOUSSE rubric, which is based on 100 points that a teacher has attained through years of teaching in a subject area and college credits towards a subject area. The other types are similar to the HOUSSE rubric as they include 24 credits in a specific area, advanced degree measures, National Board certification, and reciprocity. This quantitative research study used statistical analyses to address the research questions, which inquired as to if the type of highly qualified teacher makes a significant statistical impact on the reading and math achievement scores among the population of interest. This research study was based on 3 theories: the Piagetian, outcome-based, and legal mandates theories. The research findings indicate that teachers that obtain a highly qualified status by taking the AEPA exam do not demonstrate a significant statistical difference in the achievement scores among special education students when compared to teachers with another highly qualified status. The findings and implications of the study could enhance future educational policies regarding highly qualified teachers and their effectiveness in student achievement. [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.]