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This study examined possible relationships between teachers' perceived levels of empowerment in the workplace, teachers' perceived levels of responsibility for student learning, and levels of student success as measured by standardized achievement tests. Participants were a group of elementary classroom teachers from the southwest Missouri area who completed the Responsibility for Student Achievement Scale and the School Participant Empowerment Scale. Data analysis indicated that teachers were willing to accept credit for students' success, but they were reluctant to accept blame for students' failure to achieve. The results suggest that the construct of teacher empowerment and sense of responsibility for student outcomes are important to a positive school climate and increased teacher efficacy. However, the effect on student achievement appears to be secondary, if it exists at all. There was no direct correlation between teacher empowerment and student achievement or teachers' sense of responsibility and student achievement. (Contains 47 references.) (SM)