This qualitative study examined teacher perceptions of the school climate and the impact that school climate may have on student achievement at an urban Catholic school. Teachers at the school completed anonymous surveys to assess their perceptions. The teachers agreed to allow the researcher to conduct classroom observations. The observations provided data on instructional and management strategies that the teachers use to influence the climate in their classroom. The quality of the school climate is seemingly the single most predictive factor in any school's capacity to promote student achievement (Shindler, Jones, Williams, Taylor & Cardenas, 2016). For this reason, understanding how teachers perceive the school climate and how they believe that they influence the climate provides data that will help administrators understand the school climate in an effort to continuously improve the school climate in an effort to improve student achievement. The findings of the study were that the teachers defined the school climate as welcoming and the environment as appropriate for teaching and student academic progress. Teachers identified expectations for behavior and procedures by the administrators as instrumental for the positive school climate. Teachers stated that they were motivated to work primarily because of the supportive and collaborative work environment. Eighty percent of the observations supported teacher perceptions that their classroom practices contributed to a positive school environment and that these practices had a positive influence on 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.]