This study was designed to investigate current practices of elementary mathematics teachers to identify possible instructional, assessment, or professional development practices which impact student achievement. With the recent focus on scientifically based literature in mind, current literature, from 1991-2005 was reviewed for emerging themes to develop a measurement instrument. Over 400 fourth-grade teacher leaders provided information through the twenty-eight-question survey regarding their teaching practices, selected demographics, and levels of student achievement. A weak, but significant, correlation emerged between teaching practices and student achievement (r = .16, p = .02) using p < .05. Further investigation of this relationship revealed significance, again using p < .05, for only one of the three survey subscales, assessment practices (r = .20, p = .00). ANOVAs conducted showed no significant differences between the means of the groups, regardless of demographics grouping arrangements. Results suggest demographics studied did not contribute to the overall correlation between teaching practices and student achievement, nor do these practices impact any student achievement group differently.