The purpose of this quantitative correlational associative study was to determine if, or to what extent, there was a statistically significant correlation between the sub-scales of transformational leadership (inspirational motivation, high performance expectations, modeling appropriate behaviors, individualized consideration, intellectual stimulation, fostering acceptance of group goals) of coaches as perceived by their student-athletes and the academic achievement of second year community college student-athletes, as measured by GPA, in the Western United States. A quantitative methodology with correlational associative design was used. The study was conducted using 104 student-athletes in their second year of competition at community colleges in the Central Valley region of California. The data were collected using the Differentiated Transformational Leadership Inventory and a demographic survey, conducted online. The non-parametric Spearman's correlation analysis revealed no significant correlation between the behaviors and academic achievement. Individually, no predictive correlation was found between academic success and individualized consideration (r[subscript s] = 0.15, p = 0.13), high performance expectations (r[subscript s] = 0.15, p = 0.14), modeling appropriate behaviors (r[subscript s] = 0.08, p = 0.42), intellectual stimulation (r[subscript s] = 0.09, p = 0.39), and fostering acceptance of group goals (r[subscript s] = 0.15, p = 0.13). There was a significant correlation between academic achievement and individualized consideration (r[subscript s] = 0.23, p = 0.02). These results suggest that other factors relating to student-athlete academic success should be thoroughly studied. [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.]