In the field of district leadership, most studies focus only on the context and conditions existing in large urban districts in need of reform. This study examined whether district leadership practices have applicability to district leaders working within the suburban context. In addition, it determined whether district conditions (i.e., district size, student demographics, and financial resources) affect their reported use of these practices in strengthening principals' instructional practices as a lever for improving teaching and learning in schools. This quantitative study surveyed 141 suburban district leaders to explore the following research questions: To what extent do suburban district leaders report using effective research-based leadership practices? To what extent do suburban district leaders perceive these research practices as important in strengthening principals' instructional practices as a lever for improving teaching and learning in schools? Do district conditions of district size, student demographics, and financial resources affect suburban district leaders' reported use of effective research-based leadership practices? The findings revealed that suburban district leaders reported on average often using research-based district leadership practices (i.e., Principal Partnership, District Stewardship, and District Partnership) and deemed them very important in strengthening principals' instructional practices as a lever for improving teaching and learning in schools. Further analysis revealed poverty as well as geographic location as conditions that statistically significantly affected suburban district leaders' use of District Partnership leadership practices. [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.]