Reading is a lifelong skill, essential for the twenty-first-century citizen. The problem addressed in this study was the relationship between Pacific Islander elementary students' academic achievement and executive functioning skills, which includes the functions of working memory, inhibition, and cognitive flexibility. These scores were used to extrapolate reading executive functioning skills for grades 3, 4, and 5. Then, Achievement Goal Theory was used as a framework for analysis. This research implemented a quantitative, non-experimental multiple regression research method and design. Current literacy research suggests a balanced literacy approach of a student-centered, whole language methodology as optimal learning conditions. This study offered multiple regression methodology to analyzing existing academic achievement scores to explain categories of reading achievement, such as executive functioning skills. The findings from this study indicated a statistically significant relationship exists between reading working memory, reading inhibition, and reading cognitive flexibility. It was discovered that executive functioning categories, grade levels over time (2017, 2018, 2019), and reading standardized achievement scores were correlated. The executive function found to have the most significant impact on standardized test scores was working memory. Understanding learner deficits will help to target teacher efforts to narrow reading achievement score gaps. Recommendations include strengthening teacher pedagogy to support linguistic learners and to build on integrating teacher-centered and student-centered practices, creating a balanced literacy approach. Policy recommendations include extending literacy implementations for the community and home-based learners utilizing digital tools. Additional research would provide administrators and teachers with insight into teaching strategies and instructional models for optimal learning for Pacific Islander students.