The purpose of the study was to determine to what extent teaching style relates to third grade African American male academic achievement. The problem in this study addressed the factors affecting the academic achievement of the African American third grade male. This problem led the researcher to investigate the teaching styles of the participants in this study by using the Grasha-Riechmann Teaching Style Survey (GRTSS) to obtain quantitative data. The quantitative methodology was designed to determine if a particular teaching style has an effect on the success of the third grade African American male student. This correlational quantitative study examined the effects of teaching styles on third grade African American male achievement. The population studied was African American males in the third grade, and teachers of those students, from twelve schools within two economically diverse school districts in Kansas. The sample came from elementary schools across the school districts. Data collection took place during the 2011--2012 and 2012--2013 academic school years. The sample population for this study was third grade African American males enrolled in a Catholic school or a public school system within these districts and completed the third grade state assessments. The instruments used in this study consisted of the GRTSS and Kansas State Assessment Results. This study examined causes of the connection or the disconnection of the third grade African American male from the educational system, especially focusing on the effects of teaching style. There was a focus on the distinct aspects of teaching styles that teachers have which are developed through education, cultural experiences and biases of the teacher and how these styles, which may be a result of attitudes and biases, relate to the academic achievement of the third grade African American male in elementary schools. The information presented in this study could assist leaders in teacher interviewing, hiring practices, and professional development in order to help close the achievement gap of the African American males with their counterparts in other ethnicities by creating a diverse and professionally developed faculty, thereby helping the African American male to improve academically. [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.]