The purpose of this study was to identify and explain any relationship between student achievement and principal longevity in elementary schools in Central Arkansas. The research questions were aimed at specifically finding any relationship that describes how a principal being in the same building or being moved to other schools impacts the students growth and achievement in that school. This research was important in being able to support or argue against the implications on students when district leaders decide to move principals from their schools. The research was conducted using archived student and personnel data from the Pulaski County Special School District as well as the Arkansas Department of Education. The sample included all 16 elementary schools in the PCSSD using archived data from the year 2015 through 2019. The achievement data set was pulled from ACT Aspire Math and ACT Aspire Reading scores for all third through fifth grade students in these schools. The data were analyzed using regression and hierarchical analysis via SPSS software. The findings from the data analyses did not present any significance in the relationship between student achievement and principal tenure in Central Arkansas elementary schools. The review of literature revealed similar findings in similar studies, but also highlighted the indirect impact that principals have on student achievement. [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.]