Dedicated educators strive to ensure the achievement of all their students. Much research has been done to determine which factors may lead to success in the classroom, particularly that of the math classroom. As the study of mathematics is fundamental for many careers, a solid foundation is vital for students. This study examined whether or not there is a correlation between teacher gender and student achievement in the 9th grade Algebra I setting. In a review of existing literature there is a tremendous amount of research looking into many other factors that may influence student achievement. Evidence summarizes differences among student genders, perceptions of students, parents, and teachers; but very little on whether or not teacher gender may play a part in the success of a student in the 9th grade Algebra I classroom. This study focused on a two year time period of Algebra I End of Course exams for 9th grade Algebra I students in a suburban high school setting. There were approximately 1,700 student test scores gathered for the study. The research concluded that the students of female Algebra I teachers outperform the students of the male teachers. This study suggests that male teachers may not provide the same level of care, understanding or nurturing that may be required to help students perform in the Algebra I classroom. [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.]