Science and Education Publishing American Journal of Educational Research 2333-4770 2 12 2014 12 18 Beyond Knowledge and Pedagogy: Academic Optimism of Teachers in High Need Schools 1218 1224 EN Sheila R. Vaidya School of Education, Drexel University, Korman Center 222, Philadelphia, Pa 19104 EDUCATION201421214 10.12691/education-2-12-14 2014 11 28 2014 12 11 2014 12 18 The question that drives the research presented in this paper is -why are some teachers in a cohort more effective than others, despite the fact that the academic preparation is the same for all? We find the answers in the teacher academic optimism- teacher beliefs and attitudes of efficacy about the students and themselves. Next, we visit their classrooms, review their journals, question them about how they use mentors. Based on this data, we present five case studies, characterize teacher beliefs and philosophy while observing how their academic optimism plays out in their classroom behavior.