Introduction The Urban Education Research Team at Southern Illinois University Edwardsville has been studying the impact of the No Child Left Behind Act (NCLB) since early 2006. This research has been largely supported by a grant from the Institute for Urban Research at Southern Illinois University Edwardsville. The general research agenda of this team has been to focus specifically upon the academic and the job satisfaction implications of the failure of identified schools to make Adequate Yearly Progress (AYP) on both the teachers and administrators in those schools. The preliminary qualitative survey responses of teachers in four pilot schools are analyzed in this study with an eye toward addressing the issues of student academic achievement and educator job satisfaction. These four schools: two elementary schools; a middle school; and a high school, are located in the metro-East area of Illinois, near St Louis, Missouri. The middle school and senior high school included in the current study have not made AYP for four consecutive years. The four schools are located in the same school district, which educates nearly 4,400 students. The district has a large minority population and a very significant low-income count. For example, the percentage of African-American students in the pilot district is 87.9%, compared with a statewide average of 19.9%. Conversely, the percentage of White students is 11%, as opposed to an Illinois average of 55.7%. The percentage of low-income students is 83.1%, compared with a statewide average of 40%. These figures are taken from the 2006 Illinois School Report Card.