The purpose of this study was to determine the Leader in Me's effectiveness as an influence on academic achievement in reading and mathematics for elementary students in a school district in Central Texas. The Reading and Mathematics State of Texas Assessments of Academic Readiness (STAAR) scores of 748 first-graders provided data to determine if a significant difference existed between elementary school students' academic performance in reading and mathematics after participating in the LIM. The descriptive statistics and an independent samples t-test disclosed a small to moderate difference between the means. The results also showed students who participated in the LIM scored slightly lower than those who had not participated in the LIM. Although the study findings could imply the LIM does not positively affect academic performance, further study using multiple and varied assessments would be necessary to prove a deduction of ineffectiveness. Additionally, a comprehensive study, including all three of the LIM's focus areas (leadership, culture, academics), would provide further insight. [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.]