School administrators face high expectations from society and teachers. While it is generally accepted that leadership practices contribute to overall school excellence, what remains unknown are the specific leadership behaviors that promote a positive school experience. Guided by James Burns's leadership theory, this case study in an upstate South Carolina middle school examined what specific behaviors of middle school principals effectively contributed to a positive school morale. This study included teacher opinions concerning their principal; morale; suggestions for improvement, including fair decision-making; and barriers to a positive school climate, such as meeting both national and state mandates. Key transformational leadership behaviors were identified through the Leadership Practices Inventory and the Purdue Teacher Opinionaire. Research questions examined the association between administrative leadership qualities and teacher morale. Seven teachers from 3 different grade levels and 5 subject areas in the participating school volunteered for participation in this study. Data from personal interviews and focus groups were coded and analyzed using content analysis of common themes. Findings indicated that school administrators who practiced transformational leadership skills, such as establishing trust and developing relationships, improved teacher morale and created a positive school climate. Recommendations include offering professional learning experiences and training programs for school leaders. Such recommendations may lead to improved leadership practices, greater teacher morale, and a more positive school climate, all of which may lead to increased 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.]