This correlational study examined the relationship between principals' transformational leadership behaviors, as perceived by teachers, and student achievement on standardized tests. Participants in this study included teachers in two suburban high schools and six suburban elementary schools in Georgia. Research demonstrates a correlation between teachers' perceptions of their principal's transformational leadership behaviors and teacher self-efficacy, teacher job satisfaction, and overall organizational commitment. The purpose of this research was to examine whether a principal's transformational leadership behaviors also have a correlation to student achievement, and whether those behaviors could be used as predictors of student achievement as measured by standardized assessments. The Nature of School Leadership study was used to determine teacher perceptions of their principal's transformational leadership behaviors. Student achievement data were gathered from the English/Language Arts Georgia High School Graduation Test and the English/Language Arts Criterion Referenced Competency Test. Correlational statistics was used to measure the relationship between the independent variable (principal's transformational leadership style) and dependent variable (student achievement on standardized tests). [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.]