ii This qualitative study examined effective leadership from the perspective of five elementary school principals as it pertains to school improvement. The researcher sought to understand what effective leadership was in practice to further the understanding of the attributes and qualities of an effective leader. Purposeful sampling was used to select five principals from five school sites in five different school districts in the State of Georgia. Five principals were interviewed and tape recorded, and field notes were also maintained. Other data sources included a teacher survey, researcher observations of principals, relevant school documents, and a five day journal of activities maintained by each principal. The MaxQDA qualitative data analysis computer software was used to organize data into coded sections. These data were then analyzed using the grounded theory approach as the dominant method of analysis. Data from each case were analyzed both separately and as cross cases. Findings essential to each principals system of school operation were reported using portraiture in which seven common themes emerged: (a) ability to build and nurture positive relationships with faculty, (b) strong instructional leadership, (c) sharing of power, (d) providing meaningful professional development, (e) use of data to guide instruction, (f) value parent involvement and foster positive home/school relations, and (g) use of curriculum guides for effective instructional delivery. Findings of characteristics that were essential to each principals analytical operation of his or her school, identified as best practices, were analyzed from which ten common themes emerged. These themes were (a) school culture and climate, (b) assessment of student progress, (c) strong instructional leadership combined with effective instruction, (d) home/school relations, (e) effective use of resources, (f) building the capacity for leadership, (g) meaningful professional development, (h) assembling and mentoring a faculty, (i) external support and assistance, and (j) targeting at risk students.