The demands placed on principals to meet the wide range of needs present within the learning community continue to expand within the context of school reform. While there is some research on the ideals of successful turnaround school reform strategies, there is a lack of research on the essential key levers it takes to reform a school and district effectively, efficiently, and sustainably. This sequential-method critical theory case study examined the relationship between school and district accountability designation; the key levers, systems, and structures used to exit accountability status and turn around failing schools; and the sustainability of the key levers in promoting successful schools and districts in good standing with the state education department. The data collected in this study clearly highlights the positive impacts of authentic and focused Teaching and Learning, Safe, Supportive and Equitable Environments, and well-developed Student Support Services has on exiting accountability status and sustaining positive results, year over year. The knowledge derived from this study has implications for K-12 institutions, aspiring education leaders, and higher education and colleges of education. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]