The purpose of this research study was to investigate the relationship between the components of school climate and leadership behaviors on student achievement in an urban school district in the mid-atlantic region. School climate and leadership behaviors for the participating school districts was determined by the School Climate Survey (Corner School Development Program, 2009) and the Multifactor Leadership Questionnaire (Mind Garden, 2013) (the surveys). The surveys were completed by the staff of each school in an urban school district in the Mid-Atlantic region. Each of the schools have enrollments of 200-400 students and the study's population consisted of grades first through eighth. Data for achievement, student state assessment scores, were collected through hard copy files from school principals at their respective schools. Student achievement and their relation to school climate and school leadership were investigated in this quantitative research study. Data analysis was conducted using means, frequencies, standard deviations, and regressions to compare the student state assessment scores of student achievement. Major research findings of this study included the following: First, one of the components of school climate, achievement motivation, had a significant negative correlation to student achievement. A second component of school leadership, satisfaction, was significant with a positive correlation to student achievement. This indicates that achievement motivation and satisfaction could be used to influence the student achievement. Literature from prior studies infers that school climate and school leadership influence student achievement. However, this study only yielded significant findings in the components of achievement motivation and satisfaction. The researcher's recommendations based upon this study include the following: Individuals should be assigned at each school to actively enhance the school climate and school leadership within the building throughout the school year; documentation be kept on file for each activity, recommendation, and implementation that was put in place to enrich the school climate and school leadership within the building and classroom. Consequently, each school would then be able to use the student state assessment results, school climate data, and school leadership data to analyze their student 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.]