In an attempt to correlate effective school practices with actual observed student achievement, a survey instrument concerning principal leadership and school climate was distributed to classroom teachers in the Oklahoma City Public Schools. Responses by more than half of the teachers yielded 1,294 usable questionnaires representing all 94 schools in the district. The analyses in this paper focus on factor analysis of the 78-item teacher survey data after aggregation to the school level. Constructs represent mean principal ratings and within-school cohesiveness. Student achievement scores in math and reading were aggregated to school-level means. The correlations for the entire sample were positive, indicating that the higher achieving schools tended to be the ones where principals had high (mean) survey ratings, and where teachers were relatively cohesive or likeminded regarding their principal and school climate. The mean responses and the cohesiveness measures were also entered into factor analyses with the school as the unit of analysis. The first and largest factor in the analysis of mean survey responses was largely a measure of the principal as an effective interpersonal leader who commands the respect and support of the school staff. However, this factor diminishes by the time students reach ninth grade and above. Six references are listed. The appendixes, comprising over half of the document, display data tables which present the factor analysis results and the correlation results of survey items with achievement. (MLF)