The purpose of this study was to identify and to explore programs related to school leadership in two California charter schools. Four research questions guided this study: (a) What policies, programs, and processes are used to improve teacher and administrative leadership (school leadership) in charter schools? (b) How are resources used to implement the programs related to school leadership successfully? (c) What challenges have charter schools faced in implementing the programs related to school leadership, and how are these problems addressed? (d) What evidence exists that these programs relating to school leadership may be related to positive educational outcomes? Qualitative case study methods were used in this research. The use of different type of instruments--pre-site interviews, principal interviews, lead teacher interviews, document analysis, and observations--produced a triangulation of data, which strengthened the validity of the findings. The findings illustrated that similar benefits and challenges were experienced at both schools. Implementation of the programs related to school leadership produced positive results including increased teacher leadership, collaboration, empowerment, improved student achievement, and parent satisfaction. This study revealed that the programs related to school leadership aided in improving student achievement and in creating a collaborative school culture. The goal of this study was to disseminate implementation details and benefits of the programs related to school leadership through USC's Online Compendium of Promising Practices in order to assist other school districts and policy makers who wish to improve student achievement. [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.]