The achievement gap between at-risk students and their peers is an issue that has plagued the United States for decades. Although this statement is true, many high-need schools are achieving at or above the same standards as their more advantaged counterparts. Principal leadership plays a significant role in the academic achievement of students and in the overall success of schools. This qualitative study examines the effective leadership practices of eight principals serving high-need K-8 schools that are sustaining academic achievement in Phoenix, Arizona. Using a modified version of Seidman's "three-interview series," the eight principals provided interview data that portrayed their thoughts and perspectives on, as well as their strategies for, achieving academic success to sustain academic success in their high-need schools. This data was then sorted into a core set of effective leadership practices developed by Leithwood and Riehl (setting direction, developing people, and redesigning the organization), which served as the conceptual framework and further assisted in the data analysis for this study. In addition to the three leadership practices aligned with Leithwood and Riehl's conceptual framework, three ancillary practices emerged in this study: (a) providing behavioral, physical, and academic interventions; (b) advocating for the community; and (c) displaying commitment to the community. [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.]