This quantitative study looks at the relationship between a principals' transformational leadership behaviors and the culture of their school. The goal of the study is to determine if transformational leadership qualities have a positive impact on the culture present in a school. Congruency between the views of a principal and their staff will also be measured, as will the impact that socio-economic status (SES) has on culture in a school building. Data were collected from all secondary schools in two counties in Southeastern Pennsylvania utilizing an on-line survey through www.surveymonkey.com. Inconsistencies were found between a principals' view of both their leadership skills and the culture of their school, when compared with their staffs' view. In every case, it was found that a principal has an inflated view of their transformational leadership skills. In most cases, that difference was significant and made the principal seem out of touch with their staff. Where a principal was viewed as being transformational, there was a difference in school culture and the consistency of the views between principal and staff School culture was also found to be impacted by socio-economic status (SES) but not by the size of the school student population or the experience level of the principal. Looking at two similar counties outside of Philadelphia, Pennsylvania found dramatic differences in their views of their leaders. One county was more positive when rating leadership behaviors and culture, while the other county was very critical of their leaders and the culture of their building. [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.]