Since the inception of high-stakes standardized testing, schools have been labeled as either succeeding or failing based on student standardized assessment performance. If students perform adequately, the building principal receives acknowledgement for being an effective instructional leader. Conversely, if students perform poorly, the principal is held responsible. In either case, the principal receives credit because he/she is the instructional leader. As the instructional leader, the principal is responsible for insuring that processes and structures implemented promote adequate performance on standardized assessments. Unfortunately, principals who lead high-poverty schools have not experienced as much success with student standardized assessment performance as their counterparts who lead low-poverty schools. However, there are high-poverty schools that have a history of high student performance. The purpose of this study was to examine the role of the principal in a high- poverty, high-performing rural elementary school. Specifically, this research explored the principal's leadership style as perceived by the principal and the faculty/staff. Additionally, this study investigated the processes and structures the principal implemented during his leadership. A case-study methodology was used to collect data for this research. Standardized assessment information, interviews, personal observations, and public and school documents provided the data for this research. Using multiple sources of data was significant to understanding the leadership, structures, and processes at the school. Through face-to-face, semi-structured, open-ended interviews with 26 participants, the principal's leadership style was characterized as servant/transformational. In addition, the voices of the faculty and staff spoke volumes about the processes and structures the principal implemented to improve teaching and learning at the school. Specifically, the principal put structures and processes in place that fostered faculty leadership and ownership, in addition to supporting academic and social growth of the students and the faculty. The results of this study are intended to inform others of the leadership style, processes, and structures that exist in a high-poverty, high-performing rural elementary school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]