Finding dedicated administrators who affect change in a positive K-12 school culture is a necessity for growth in our current society (Spicer, 2016). The purpose of this study was to determine the relationship between a school principal's grit and the culture of their building within K-12 public schools. Given the challenges that school principals face daily, the goal of every leader is for the students within their building to learn, while providing a school culture that is conducive to the growth of students and staff (Lumby & Foskett, 2011). The literature review examines previous studies regarding school culture, Dweck's growth mindset, Duckworth's Grit theory, Wagner's school culture assessment, and teacher and principal training within Pennsylvania. This study utilized both Duckworth's Short Grit Survey along with Wagner's School Culture assessment, to analyze quantitative data using the Pearson r test. The goal of this study was to better understand the relationship of a school principal's grit and school culture, along with providing further insight and learning for increasing school culture and principals' grit. The results of this research found there was a significantly strong positive correlation between principals' grit and school culture, r = 0.709, p < 0.05. Practical applications in the school setting can be influenced by this current 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.]