This study was designed to test the relationships between the level of implementation for instructional rounds and various instructional outcomes in grades 3-6 in a large suburban Texas school district. From the population of teachers in the district, a random sample of teachers ( n= 200) who taught in grades 3-6 were invited to participate in the study. Sixty-eight teachers participated in the study by completing a survey on level of participation in instructional rounds and teacher efficacy. These survey results were compared to student benchmark assessment scores in reading and/or mathematics to understand the relationship between level of participation in instructional rounds and student achievement. Teacher levels of participation in instructional rounds were also compared to teacher self-efficacy surveys to see if there was a relationship between level of participation in instructional rounds and teacher self-efficacy. Although the results of the study show no statistically significant relationship between instructional rounds, student achievement in reading and mathematics, and teacher self-efficacy, the practical significance of the study will be important to school leaders when developing professional learning activities. The impact of this study can help districts to improve professional learning practices for all teachers on a campus. Study results can be used to show the importance of non-traditional professional learning, such as instructional rounds, and the impact on various school 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.]