Fullan (2001) states that leading in a culture of change means creating a culture, not just a structure, of change. In the study, the researcher sought to describe a phenomenon in answer to the following research questions: What are perceptions of the attributes of a Cultural Change Principal in building culture in an urban K-5 public school setting? What are the identified attributes of effective leadership that are present in a Cultural Change Principal in an urban K-5 public school? How is a Cultural Change Principal effective in building culture in an urban K-5 public school setting? The researcher used the methodology of descriptive phenomenological study to analyze and synthesize the data on the attributes of leadership that are effective in building culture. Data collection and analysis consisted of interview data collected from Cultural Change Principals (CCPs), teachers, and district level personnel and a confirmatory focus group of principals. The findings suggest that a Cultural Change Principal understands that relationships are a core component, and it takes the presence of leadership to ensure that all followers participate in building culture. The research suggests that Cultural Change Principals are understanding and communicate, create coherence through collaborative conversations, drive goal setting, support reflection and acknowledgments, build in celebrations, and lead building trust and relationship. These findings have implications for the practice of leadership, learning and service in how transformational leaders involve the collective effort of teachers in study, activity, engagement and reflection to transform the culture of the 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.]