Public charter schools lack research that determines what makes them successful. Charter schools are relatively new, existing for around 30 years in the United States. The depth and breadth of research focusing on public education rarely includes charter schools. The research focusing on charter schools specifically is quite limited. Like traditional public schools, instructional leadership in charter schools is the driving force behind the school's success. Sometimes, schools may need a new start through a turnaround school initiative. This study used a qualitative case study research design to understand the perceptions of an urban charter middle school principal and the teachers who participated in a turnaround initiative. This study used instructional leadership behaviors which were identified as effective in school turnaround to determine whether teachers and an urban charter middle school principal perceived these behaviors to be employed and to be deemed effective turnaround behaviors in a school site which experienced academic performance turnaround in one year. While traditional public and public charter schools are different in many ways, both can be successful when the appropriate turnaround school methods are applied. [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.]