The purpose of the study was to examine the business environment of charter schools in Washington, D.C. and determine whether or not there is a relationship between leadership training and the practices of executive leaders. Leadership training and executive practice is a long-standing inquiry in business research (Combs, 2007; Finkelstein, Campbell & Whitehead, 2009; Hill & Lineback, 2011; Hrebiniak, 2005; and Kouzes & Posner 2007). Charter Management Organizations (CMOs) and independents represent 42% of the school aged population in Washington, D.C. with parents opting for charters as an alternative to struggling traditional public schools. Communities at the state and local level are encountering difficulty in identifying leaders with adequate training to keep pace with all of the proposed charter openings (Colorado Dept of Ed, 2011). A quantitative design obtained the opinions of executive charter school leaders on their leadership practices using the Leadership Practices Inventory (Kouzes & Posner 2007). Utilizing descriptive statistics, T-Test, ANOVA, Person Correlation, and Pearson Chi Square, the results determined that there was an overall statistically significant relationship between training and leadership practices. A strong correlation was seen for participants who did and did not receive training and the degree to which they were willing to press on issues related to searching outside of formal boundaries and for taking risks when results were unknown. The findings also indicated that different types of data (more qualitative samples) would be necessary to extract deeper meaning to the chosen behaviors of executive leaders, given the highly complex nature of the charter school environment in Washington, D.C.