This research tested a theoretical model that links (directly and indirectly) principals' characteristics--principals' information-processing mechanisms (PIPMs) and instructional leadership (IL)--with organizational learning mechanisms (OLMs), the latter with teacher characteristics (teachers' affective commitment, collective teacher efficacy, teachers' satisfaction), and finally, teacher characteristics with student achievements in math and science. Elementary school principals (n = 130) and teachers (n = 1700) responded to the research instruments. We used structural equation modeling to test the hypothesized model. IL was found to serve as a prominent mediator between PIPMs and OLMs. OLMs were found to serve as a prominent mediator between IL and the three teacher characteristics, two of which predicted student achievement (teachers' satisfaction did not) in math and science.