The purpose of this study was to examine the relationship between transformational leadership behaviors of middle school principals and the development of learning communities in middle schools in rural areas of Mississippi. Additionally, this study examined the relationship between learning communities and student academic achievement in middle schools located in rural areas. Empirical research has not addressed the relationship between transformational leadership behaviors of principals and schools existing as learning communities, nor has research revealed a specific style of school leadership that is most suitable for fostering learning communities in schools. Data were gathered from teachers and principals of four middle schools located in rural areas. The results of this study revealed a strong, though not statistically significant, positive linear relationship between transformational leadership behaviors of the principal and learning communities in middle schools in rural areas. Moreover, a moderate but statistically insignificant relationship between learning communities and student academic achievement was also observed. The specific research questions explored in this study were: (a) Is there a relationship between the principal's rating of his or her own transformational leadership and teachers' rating of the principal's transformational leadership? (b) Is there a relationship between the teachers' ratings of their principal as a transformational leader and the teachers' ratings of their school as a learning community? (c) Is there a relationship between the teachers' ratings of their school as a learning community and their students' academic achievement? The harmonious concepts of transformational leadership and learning communities offer effective approaches for building and sustaining positive school culture and climate and increased student and teacher learning. Schools and school districts throughout the state and nation, as well as educational leadership and administration programs, might be able to use the data gained from this study to improve the quality of school leadership, the quality of teaching, increase student learning and academic achievement, and, ultimately, the quality of education offered in respective school districts and schools. [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.]