Academic achievement remains a concern of educational systems across the United States. Federal educational reform efforts such as the implementation of the No Child Left Behind Act of 2001 have made considerable strides to increase student academic achievement and to improve teacher quality. The study explored academic achievement as a phenomenon in education and the significance of the relationship between it and the number of teacher advanced degrees. Academic achievement was measured by student passing rates on the Georgia High School Graduation Test (GHSGT) and the Georgia High School Writing Test (GHSWT), graduation rates, and dropout rates among secondary students within the Metropolitan Regional Educational Service Agency (MRESA) of the State of Georgia. This quantitative study utilized descriptive correlational research design methods to explore the impact of highly qualified teachers, as measured by the advanced degrees (degrees above the bachelors level) and certification levels maintained by secondary school faculty upon the academic achievement of secondary students. The research sought to determine whether or not the number of teacher advanced degrees demonstrated a significant impact on the academic achievement of secondary students within a particular region over a three year academic period. Data for three school systems within the MRESA was obtained from Georgia Department of Education School System Annual Report Cards, then analyzed and compared to identify statistically significant relationship trends between the highly qualified teacher data and academic achievement data. School system data was compared, analyzed, and graphically depicted through z-tests and time series charts comparing school system data over a three-year period (2004-2007). Although the research revealed partial support for the research hypotheses, the study did show that a significant relationship exists between the independent variable (highly qualified teachers) and the dependent variable (academic achievement). This was further supported through the literary review of topics such as academic achievement, standardized tests and high school exit assessments, teacher quality measures, No Child Left Behind, teacher advanced degrees and certification, graduation and dropout rates, and professional development as relate to this study.