The current study explored the relationship between principal leadership behaviors and teacher engagement in Texas Title I public charter schools. The current study is quantitative and is a replication of a study by Wilson (2018) done with independent school faculties. The current study explores the principal leadership behaviors of trust, visionary leadership, shared decision-making and autonomy, professional development, adequate resources, and reward and recognition and the impact the leadership behaviors have on teacher engagement. The current researcher used the School Leadership Behavior Questionnaire (SLBQ) created by Wilson, which measures teachers' perceptions of all the principal behaviors listed above. The Engaged Teacher Scale (ETS) was used by the current researcher to measure Texas Title 1 public charter school teacher engagement. The Pearson r product-moment correlation coefficient and the Spearman's rank correlation coefficient used in the current study show a positive significant relationship between all six principal behaviors and teacher engagement. All six Pearson "r" product-moment correlation coefficient correlations represent a medium effect size. The Spearman's rank correlation coefficient correlations represent a medium effect size for principal behaviors, trust, shared decision-making and autonomy, and reward and recognition. The Spearman's rank correlation coefficient correlations represent a large effect size for the principal behaviors, visionary leadership, professional development, and adequate resources. [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.]