This is a review of literature that seeks to add to the body of information on the evidence of the leadership capacity of elementary school principals who have pre-kindergarten and kindergarten programs in their school and how the leadership capacity influence student achievement. This review of literature purpose is out to find what the credentials and qualifications of most elementary school principals who were administrators of an early childhood program are, and if lack of qualification in early childhood made a difference in student achievement. The review revealed (1) the need for additional research on the effect of leadership capacity of principals in charge of early childhood, (2) most elementary school principals do not have any special qualifications for early childhood leadership and (3) professional development for this segment of the school population for the elementary school principal is often neglected. Studies further revealed that professional development for elementary school principals in the implementation and evaluation of a quality early childhood program could make a significant difference in the quality of early childhood experiences which produces higher achievement among students in later grades.