The purpose of this study was to explore the factors that influence the ability of teachers and administrators to use data obtained from a data warehouse to inform instruction. The mixed methods study was guided by the following questions: 1) What data warehouse application features affect the ability of an educator to effectively use the application for data driven decision making? 2) What sorts of training or professional development and workplace norms are needed to help educators use data warehouse applications more effectively? 3) How do differences in leadership affect an organization's use of data warehouse applications? 4) What, if any, impact has the use of data warehouse applications had on instructional strategies and student performance? Forty-five teachers and administrators completed the survey. A focus group of four administrators and interviews with four teachers provided qualitative data. Descriptive statistics were used to analyze the quantitative data. The qualitative data was coded in several cycles to determine common themes. The results from the qualitative and quantitative data were then compared to determine areas of similarities and differences. The factors that influenced an educator's ability to use a data warehouse application to inform instruction included ease of use of the application, access to student data in a timely manner, and the ability to view data on individual students and small groups of students. The type of data most useful to the participants was summative and formative assessment data. Training and workplace norms influenced the use of the application. The more training received, the easier the educators found the application was to use. Dedicated time to review data and the opportunity to collaborate with colleagues also enhanced the ability of educators to use the application to inform instruction. Educators who thought the use of the application was important to building and district level administrators tended to use the application more frequently. Based on the educator's perceptions, the use of the data warehouse application appeared to have some impact on influencing changes in instructional strategies. Any changes in student performance were attributed to the changes in instructional strategies. Two unexpected findings emerged from this study. The ability to use technology affected an educator���s use of the data warehouse application. A greater comfort level with the use of technology in general was attributed to greater use of the application. Finally, educators needed to have sufficient skills in the use of data in the data driven decision making process to successfully implement the use of the data warehouse application. / Graduation date: 2013