The study examined autonomy of teachers in the Pikes Peak region. Participants were selected through random and purposeful sampling methods. Of the 2,056 participant population size, 363 participants completed the questionnaire. Total autonomy was the key variable examined in the current study by investigating various factors that contributed to teachers feeling autonomous, as well as comparing student achievement through English Language Arts (ELA) and math scores in suburban, urban, and rural schools. Results indicated that many of the factors studied were related to total autonomy while also being interrelated. Strong correlations resulted between total autonomy and collaboration among teachers, job satisfaction, administration listening to the needs of teachers, autonomy granted to teachers from their principals, and empowerment to be in the profession. When ELA and math scores were examined by a school’s geographic location, suburban school students outperformed their peers at rural schools in both ELA and math.