The main goal of this qualitative research was to investigate how principal leadership contributes to student achievement. More specifically, the purpose of this research was to determine which leadership practices principals value and implement the most as perceived by teachers in schools that remained in and came out of priority status, and if there was a significant difference in the degree to which principals value and implement leadership practices as perceived by teachers at schools that remained in or came out of priority status. This study used "Green's Leadership Behavior Survey," which consisted of 39 questions measuring leadership behavior importance and frequency. Data from 184 participants indicated that there was not a significant difference in the degree to which principals value and implement leadership practices as perceived by teachers. The results of this study added to the literature investigating how leadership competencies contribute to students' academic achievement. [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.]