Six schools in an urban school system with varying socioeconomic backgrounds were evaluated to determine what impact different instructional leadership styles have on student achievement. Since the principal is usually considered the instructional leader, the study focused on principal leadership styles, with principals categorized into three main types: responders, managers, and initiators. The schools' principals were asked questions pertaining to their effective schools' program and time management, then requested to fill out a questionnaire about working with teachers, expected student achievement, and achievement influencing factors. A teacher questionnaire was used to determine leadership style. School Comprehensive Tests of Basic Skills (CTBS) scores were used to find any differences in student achievement that resulted from leadership styles. Instructional leadership style did effect student achievement, as did the school's socioeconomic status. However, there was no relation between student achievement and the interaction of leadership style and socioeconomic status. Six tables of results illustrate relationships between varying factors. (21 references) (EJS)