Research was conducted to identify predictive teacher and principal school practices that positively impact reading proficiency of all students as measured by the California State Test (CST) and reading language acquisition for English Learners (EL) as measured by the California English Language Development Test (CELDT) in grades 3, 4, and 5. The quantitative study utilized a multiple linear regression model to examine the relationship. The findings indicated that teachers and principals varied in their perceptions of Schoolwide Practices, in Curriculum and Instruction, in Assessment and in Data, and for English Learners. Patterns in the data were inconsistent, but some generalization could be gleaned from varied results by grade level and from current trends in state level student achievement. Reading proficiency is crucial to student achievement and closing the achievement gap between EL students and their counterparts. Therefore, future research studies should examine individual practices described in the survey to determine specific relationships to student achievement. The specificity of practices would give teacher and principals more explicit information regarding practices that significantly predict student achievement in reading and language acquisition.