As national and state demands continue to mandate school improvement, leaders in schools have continued to seek answers from leadership theory and research to improve and sustain the culture and climate that has been created in order for diverse populations to meet academic excellence. The purpose of this research was to determine the relationship between the perceived leadership style of elementary administrators and school climate. Strong leadership began with a focus on the practices and efforts of the school to create a culture and climate conducive to meeting academic standards. The leader's response to situations, communication, moral integrity, vision, development of relationships and change practices all played a role in staff satisfaction and the climate established in the school system. Bolman and Deal's Leadership Framework was a focus of this study as it provided a frame under which leaders could operate in the quest to lessen the gap and increase student achievement. The leadership styles of principals were measured using Bolman and Deal's Leadership Orientation Survey (Self). The Bolman & Deal Leadership Orientation Survey (Self) has been used to study the leadership style most prevalent in schools and business. The Leadership Orientation Survey (Self) provided information concerning the style of leadership most often used in the following four areas: structural, human resources, political and symbolic. Perceived school climate was determined using the Organizational Climate Description Questionnaire-Revised Elementary to establish the climate based on the perception of the elementary principal. The research population consisted of elementary principals serving in elementary schools in southeastern Pennsylvania. Correlational research techniques utilizing Pearson product moment correlations and regression analyses were employed to look for significant relationships and draw conclusions about the impact of the leader on school climate. Results indicated that there were no statistically significant relationships between the leadership style of the principals and perceived climate. There was no statistical difference found between any one leadership style, as indicated by the Leadership Orientation Survey, and the perceived school climate. The education of the leader and the years served in current position as a principal did not indicate any statistical significance between the leadership style and climate in this study. While no statistical significance was found, the researcher of this study concluded that leaders did not operate under one specific leadership frame but moved between frames as situations dictated a specific need. The Bolman and Deal Leadership frame provided a set of tools for leaders to utilize in a variety of situations and circumstances. [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.]