The purpose of this mixed method sequential design research study was to examine the relationship of primary leadership styles of superintendents with the Missouri Department of Elementary and Secondary Education Annual Performance Report (DESE APR) scores. The role of the superintendent has traditionally been viewed as one of manager instead of the leader of the organization. As society has changed, so have the requirements of the role. There is little research exploring the impact of superintendent leadership on state student achievement measures. Prior to this study, there was also no research on the primary transformational leadership style of district superintendents and the impact it has on student learning outcomes. Two research questions guided this study. The quantitative research question considered if there was a direct correlation between the self-identified primary transformational leadership style of district superintendents and student achievement scores on DESE APR. The qualitative research question explored the perceptions of district superintendents on leadership and the impact on student achievement. Data for the study were collected using the Multi-Leadership Questionnaire (MLQ) Self Form, DESE APR scores, and interviews conducted with MLQ participants. There was not a statistically significant correlation between the results of the MLQ and DESE APR scores. Findings from this study indicate that transformational and transactional leadership traits are valued by district leaders. This study was knowingly impacted by the COVID-19 pandemic, and results should be generalized with caution. [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.]