It was not known the extent, if any, the four facets of shared instructional leadership (shared vision, focus on instruction, monitoring of progress, and broad collaboration) predicted School Climate (SC). This study used a quantitative, predictive correlational design using multiple regression to statistically analyze the data. The population was all principals, teachers, and staff members in Colorado charter schools. A total sample of N = 99 participating principals, teachers, and staff members completed two surveys. The theoretical framework of Shared Instructional Leadership (SIL) supported the development of the problem statement and research questions explored in this research study. The implications of the research findings are substantial. The researcher rejected the Null hypothesis (H[subscript 0]) and found the combined facets of SIL did statistically significantly predict 14% change in SC. Also, shared vision was the only facet to statistically significantly predict 11% change in SC when held constant from the other predictor variables. Charter school leaders now have statistical evidence of the strength each facet of SIL has on SC and what facets influence SC to a higher degree. Based on the findings of this research study, school leaders that practice SIL can strategically target the facet shared vision to have the largest impact in promoting positive change in SC. The dissertation concludes with future implications for practice along with recommendations for further research. [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.]