This study investigated the relationship between principal leadership style, school socioeconomic status (SES), and student achievement for 6 elementary schools. Each school's spring 2007 Mississippi Curriculum Test (MCT) scores were used in the areas of Reading, Language, and Mathematics as a measure of student achievement. The principal's leadership style was measured using the Multifactor Leadership Questionnaire (MLQ-5X) developed by Avolio and Bass (1995). In addition, the schools' National Academic Education Progress (NAEP) scores in Reading and Mathematics were compared to the nation public. The results from this study indicated that transformational leadership and the leadership factors typically associated with transformational leadership were found to be predominant in both high and low achieving schools. Principals in low achieving schools scored higher in transformational leadership than principals in high achieving schools. In terms of the relationships between principals in high achieving schools and student achievement, laissez faire and transactional leadership styles were prevalent. In low achieving schools, both transactional and transformational leadership styles demonstrated significant correlations with the percentage of students passing MCT. Finally, the results showed that Mississippi's average scale NAEP scores were lower than the focal state (nation public) NAEP scores in both Reading and Mathematics. The implications of these findings are discussed in this dissertation. [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.]