Many schools struggle to meet No Child Left Behind's stringent adequate yearly progress standards, although the benchmark has stimulated national creativity and reform. The purpose of this study was to explore teacher perceptions of principals' leadership styles, curriculum reform, and student achievement to ascertain possible factors to improve adequate yearly progress. Avolio and Bass's transformational leadership and Fullan's change models indicate that servant leadership can positively impact the change process, and their models thus formed the theoretical foundation for this study. This descriptive, quantitative study investigated teacher perceptions of principals' leadership styles and their existing relationship to student achievement in groups above (n = 19) and below (n = 24) state average school performance by correlating the 2010 5th grade reading scores with teacher perceptions of principal leadership data as reflected in the Multifactor Leadership Questionnaires. 268 teachers from 58 elementary schools in 27 districts provided data. There were no statistically significant correlation found between leadership styles and student achievement in schools above or below the state average. School districts were recommended to encourage principals to seek formative anonymous feedback from their teachers to reflect how leadership styles are perceived. Implications for positive social change include better understanding the impact of leadership styles on a 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.]