This study is one of five thematic dissertations investigating the leadership practices of principals leading successful schools serving ELA learners. Schools selected for participation in this study had (a) an open enrollment policy, (b) at least 40% of total enrollment consists of ELL students, (c) has earned a School Performance Framework (SPF) rating greater than 49%, (d) at least 50% of the students qualify for a free or reduced lunch, (e) have demonstrated gains on the CSAP/TCAP and CELA tests for the past three years relative to schools serving the same grade levels, and (f) a principal in place for at least three years. The conceptual framework for this study was constructed from two evidence-based frameworks (VAL-ED Matrix and the ES-I Framework) derived from research on learner-centered leadership. The VAL-ED survey provided evidence of the leadership strengths of the principal. From these findings, two interview protocols, a leadership practice interview and a narrative interview, were used to uncover leadership practice and critical work and life incidents that have influenced leadership practice. A cross-case analysis was conducted to determine leadership practice common to principals of these successful schools serving ELA learners. Results from this study can be useful to other principals, professional development of principals, and for preparation programs that train future principals. [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.]