This qualitative single-case study describes effective leadership practices implemented in a Title I school that was recognized as a National Blue Ribbon School. The study highlights best practices utilized by one school leader to assist new and experienced school leaders in understanding the strategies and impact of principals on instruction, staff development, parent and caregiver involvement, and student achievement. Organizational change theory undergirds this study, which promotes and defines organizational change through teamwork, cooperation, professional growth, and a concerted effort among individuals. From the data collected, findings include that effective leadership practices include the ability of the principal to develop a compelling vision, employ change leadership, foster collaboration with parents and caregivers, and focus on effective professional development and data-driven instruction. This study addresses a gap in the literature by defining effective leadership practices in a Title I School to provide a way forward with the implementation process, which results in consistency and narrowing achievement gaps between students from low socioeconomic backgrounds and their peers from more advantaged backgrounds. This study supports the need to continue the assessment and research of school administrator preparedness to lead Title I Schools. Overall, this study provides deep insight into the complexities of school leadership in a Title I School, yet it offers four specific leadership practices that can support school leaders who lead a Title I School. [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.]