Distributed leadership practices were used by principals to engage teacher leaders in instructional leadership responsibilities to create an innovative learning culture in Title I elementary schools. It was not known how teachers described the influence of principal-distributed leadership practices on organizational learning and innovativeness in a high-performing PK-5 Title I school community. Theories of distributed leadership, organizational learning, and innovativeness were used. The purpose of this qualitative descriptive study was to explore how teachers described the influence of principal distributed leadership practices on organizational learning and innovativeness in a high-performing Title I school community. How did teachers describe the influence of principal distributed leadership practices on organizational learning and innovativeness in a high performing Title I elementary school? The sample was 15 teachers from the District of Columbia and four states Arizona (AZ), Georgia (GA), Maryland (MD), and Virginia (VA). Data for this qualitative descriptive study was thematically analyzed using semi-structured interviews, dialogue from two focus groups, and considering secondary data sources to include a demographic survey and field notes. The findings may be instrumental in ensuring principals use distributed leadership practices to promote organizational learning and innovativeness. The results of this study may aid principals in promoting a culture of learning where teacher leadership is intentionally practiced. Additional research is needed to explore the distributed leadership practices of principals on a larger scale. [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.]