The purpose of this study was to identify effective leadership practices, processes, and strategies utilized by elementary school principals in low-achieving schools as well as to discuss and identify leadership practices as they emerged in the literature. Qualitative methods in the form of case studies of three elementary school principals located within a large urban school district within the State of Nevada were used to investigate and develop the research questions. The elementary school principals chosen for these case studies were selected because they are recognized within the educational community for impacting positive change in failing learning environments within this large urban school district. The Nature of School Leadership (1995) survey was given to the teachers in each school to gain information directly related to the leadership behaviors of their school principal. Observation, interaction with stakeholders, and brief teacher interviews were other methods of data collected and included in order to further document the leadership behaviors of these three elementary school leaders. The theoretical framework employed to address the practices and behaviors of effective elementary school principals was guided by the fact that, as documented in the literature, transforming leaders, as change agents within their learning communities, demonstrate the ability to work hand in hand with stakeholders. This allows leaders to transform a failing educational setting into a successful learning community where all students are given an equal opportunity to succeed. Such leaders also possess the ability to empower teachers, students, and families through the decision-making process to take ownership of the vision and mission of the learning community in order to bolster student achievement. Findings supported that which was defined in literature and the theoretical framework guiding this study in the practices and behaviors analogous to effective elementary school principals have a dramatic influence on the transformation of the learning environment. Discovery also revealed barriers and obstacles that were encountered throughout the turnaround process in each school along with obstacles that still remain. Findings also detail what the three principals may have done differently during the transformation process. Equally important to the findings of this study was the intensity that each elementary school principal applied to the decision-making process focusing on student achievement and their best interest. [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.]