The literature on school leadership shows a correlation between effective leadership and increases in student achievement. However, low-income students continue to be disproportionately represented among students who are below grade level in reading and math. This study explored principal practices that went on in six-low income elementary schools. Three schools had won statewide and/or national recognition for closing the achievement gap, and three schools were low performing. The study looked to answer the achievement gap, and three schools were low performing. The study looked to answer the following research questions. Do categories used in previous research pertaining to the principal's influence on student achievement for all students influence the achievement of low-income students than others? If they do, are some categories more important to leadership for low-income students than others? A survey was distributed through the qualtrics survey system to 158 teachers in six schools and 120 teachers responded. Findings were reported based on their responses.