This study examines relations between over 250 teacher perceptions of their school''s safe and orderly environment and student achievement, among 10 better-performing, high-poverty schools in 1 Southern California elementary school district. The conclusions from this study agree with the body of effective schools research, which states schools cannot positively impact student learning without first working to maintain a safe and orderly environment. Implications of these findings underscore the need to build teacher capacity to effectively manage student behavior, especially the behavior of more difficult students. As well, the findings demonstrate the importance of the school leader''s role in supporting teachers'' efforts to maintain discipline. Combined, these results emphasize the importance of ensuring a systemic response for the reinforcement of effective classroom management practices. Focused response to the implications of this study will work to sustain efforts in high-performing schools, and encourage under- or lower-performing schools on the road to success.