In recent years, more progressive approaches regarding the leadership roles of principals have been put forward. Most of those approaches are deeply important as they stress the certain roles of the administration such as cultural leadership and transformative leadership. Supportive of those styles, facilitative leadership puts important liabilities on schoolteachers by stressing cooperation, concept, coordination, and participation. It is presumed that if a schoolteacher performs those roles, there is going to be a positive improvement on the climate of the education at school for both the teachers and the students. For those teachers whose projects are accepted and faults are not an issue, who don't suffer from the problems related to coordination, and who have the opportunity for making use of the participation, it is thought they will transform this situation into student achievement. Therefore, if the circumstances are within the limit of system approach, it will not be easy for teachers to carry on their studies with success, courage, and desire, especially at schools where the facilitative leadership attitudes do not exist. This study brings into light whether the facilitative leadership attitudes, performed by the principals, have an effect on the success of the schools where determination is made according to student achievements. (Contains 4 tables.)