This research study examined the relationship between district climate and teacher commitment. The study was conducted using a sample of fifteen (15) school districts in North and Central Alabama. The districts were composed of 110 schools, 51 secondary and 59 elementary. The respondents to the research study were 1587 school teachers and 99 school administrators. The respondent sample was distributed among nine other researchers giving 283 school teachers and 99 principals represented in this study. To measure the two constructs, district climate and teacher commitment, the researcher used the District Climate Index (DCI) and the Organizational Commitment Questionnaire (OCQ). With the school as the unit of analysis, the DCI measured the teachers and administrators’ perception of the three subcomponents of district climate: integrated superintendent leadership, enabling district structures, and teamwork for student success (DiPaola & Smith, 2008). These three components were the independent variables used to measure the relationship to the dependent variable, teacher commitment. Socioeconomic status (SES), as measured by the district and school’s level of students receiving free or reduced lunch, was used as a covariant. Results of the study revealed that district climate does have a positive and significant relationship to teacher commitment. District climate as a predictor to teacher climate indicates that a more open and positive district climate creates a higher level of teacher commitment within the schools.