Because of public concern over the effectiveness of our schools, a new evaluation system was put in place to hold principals and teachers directly accountable for student academic achievement. Part of this evaluation included student performance on state assessments. The purpose of this qualitative study sought to examine how the transformation and instructional leadership styles of the principal relate to student achievement. Transformational leadership was examined through teachers' and principals' perceptions of the moral and ethical practices of the principal. Instructional leadership was examined through teachers' and principals' perceptions of the development of professional learning communities. Principals' perceptions of their transformational leadership behaviors were compared to teachers' perceptions of their principals' transformational leadership behaviors. In addition, principals' perceptions of their instructional leadership behaviors were compared to teachers' perceptions of their principals' instructional leadership behaviors. Student mastery levels on the 2007, 2008, and 2009 NYS ELA assessments were used to measure student achievement. Based on this information, two schools, in different suburbs of Long Island, New York were identified as high achieving and two schools were identified as low achieving. Information was obtained directly from four principals and eight teachers from four elementary schools. The results of this study indicated that the principals of the high achieving schools demonstrated transformational and instructional leadership behaviors that focused more on instructional practices and student achievement than the low achieving schools. [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.]