This researcher seeks to answer the following question: How did two elementary Title I schools, identified as "high performing" on the first Smarter Balanced assessment, address elements of Maslow's hierarchy of needs when developing school-wide initiatives to enhance student achievement? Many students in Title I schools face barriers to learning due to the conditions of poverty in which they live (Berliner, 2009). Therefore, it is important to investigate schools that are successfully serving students of low socioeconomic backgrounds to determine how to best enhance student achievement. This study is framed on the theory of human motivation (Maslow, 1943). Maslow (1943) theorized that people are motivated to achieve certain needs in their life. The researcher used data from the first Smarter Balanced assessment to analyze New Hampshire Title I schools that achieved a high level of success compared to other Title I schools. Through a case study of the schools, four themes emerged that described school-wide initiatives connected to Maslow's hierarchy of needs occurring within the schools: (a) a culture of teaching and learning, (b) the involvement of families, (c) support beyond academics, and (d) strong leadership. [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.]