This study was designed to explore campus administrators' best practices to achieve a campus rating of a B or better in the Texas Education Agency A-F rating system. This study takes an in-depth look at the various roles and responsibilities campus administrators' have to exhibit to influence campus accountability. The phenomenological study consisted of four research questions: 1. What best practices did campus principals utilize to impact campus accountability? 2. What decision-making processes did campus principals utilize to impact their campus accountability? 3. What traits did campus principals exemplify to impact their campus accountability? 4.Which stakeholders did campus principals collaborate with to impact their campus accountability? For this study, ten campus principals participated from rural, suburban, and urban backgrounds in Southeast Texas Region with a B or better campus rating. Major themes were derived including: (a) positive school culture, (b) instructional focus, (c) vision, (d) collaboration, (e) feedback, (f) high expectations, (g) flexibility, (h) village concept, (i) professional learning communities, and (j) central administration support. The result of the findings revealed that campus principals' leadership plays a significant factor in the campus accountability rating. Implications from this study should focus on novice principals with a B or better campus rating. An in-depth look at leadership practices novice principals exemplify are warranted. Additionally, principal supervisors being equipped to provide support and guidance to novice and experienced principals. The findings revealed the principals' as high performing leaders at high performing 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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]