The aim of this qualitative case study was to explore K-12 school leadership through the perceptions of teachers. This study sought to better understand the effects of administrative leadership style on teacher retention from the perspective of teachers. Additionally, the study further sought to understand teachers' perspectives of the influence of administrative leadership style on student achievement within a major city's urban school district. This was done by exploring the teacher's perception of leadership and how their performance as a teacher, as a potential reflection of their response to leadership influences their performance as an educator and decision to remain at their respective schools. This study referred to school principals as leaders. This study was designed to specifically focus on an urban school district because they are particularly challenged with high teacher turnover rates and academically, lower-performing students. However, although administrative leadership has been linked to teacher retention, there is minimal qualitative research regarding specific practices or behaviors of school leadership style impacts as perceived by teachers within an urban school district. Urban school district administrators are searching for solutions to retain teachers and increase student achievement. The research was undertaken as a qualitative case study through interviews with 9 teachers in 3 urban schools within one geographic section of an urban school district, to capture how teachers may experience the same reality of school leadership styles in different ways. In addition to the interpretivist framework as a researcher stance and framework, the researcher used Fiedler's Contingency Theory as a theoretical basis for the study. This theory was used to explore teachers' perceptions of specific leadership styles as more preferred or successful in urban schools. The findings and results showed that there is a critical relationship between principal leadership style, teacher retention and student achievement. Through a comprehensive analysis of interviews with teachers across different school levels, it revealed that transactional leadership emerged as the predominant style perceived to be used by principals, while instructional leadership was notably underutilized. However, collaborative leadership practices were perceived to be the most preferred by teachers for influencing teacher retention and school culture. The findings from the study were used to provide information and suggestions for addressing the issue of low teacher retention and increased student achievement in urban schools by understanding teachers' perceptions of school leadership's effect. [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.]