This research explores the role teacher experience plays in determining student achievement. Using data from the Wisconsin Department of Public Instruction, I estimate how teacher experience affects student performance on the English language arts and mathematics portions of the Wisconsin Forward Exam. In doing so, I contribute to the literature by examining the effect of teacher experience on middle school student performance relative to elementary school student performance and by studying how the effectiveness of teachers varies at different experience levels. I find that teacher experience is more important in determining mathematics exam scores compared to English language arts exam scores. However, after controlling for unobserved school characteristics by using school fixed effects, I only find significant returns to teacher experience in third grade mathematics. Additionally, I find that these returns persist well into teachers’ careers, as the largest returns to teacher experience in third grade mathematics occur in the groups of the most experienced teachers. This evidence highlights the need for future research to examine differences in the returns to teacher experience between grade levels and subject areas and to explore why such differences exist.