The developmental period between preschool and third grade is unique (Copple, Bredekamp, & National Association for the Education of Young Children, 2009). This phenomenological study of elementary school principals explores the essence of those leaders whose schools serve students in the early childhood period of prekindergarten (pre-k) to grade three. Specifically, this approach will allow the researcher to delve deeply into the characteristics of elementary principals as they relate to the principals' leadership during this developmental period. Through the use of interviews, themes are analyzed, leading to the delineation of the characteristics of these principals and their leadership of elementary schools at the pre-k through grade-three time period. The intention of this study is to describe the phenomenon of principals' experiences leading effective elementary schools that are inclusive of preschool. The sample consists of twelve principals from public schools in Connecticut. Interviews were conducted with each principal using a researcher-developed protocol. The purpose of this study is to translate these themes into suggestions to improve practices of elementary school principals leading at schools inclusive of pre-K to grade three. [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.]