The demands placed on principals to meet the wide range of needs present within the learning community continue to expand. While there is extensive research on the ideals of leadership in general, there is a lack of research on the leadership style most conducive to creating positive school environments where teacher leadership opportunities are robust. This study analyzed the relationship between self-perceived principal leadership style and creating a school culture rich with teacher leadership. This study aimed to understand the influence the leadership style of the principal has on cultivating teacher leadership opportunities within a positive school culture. Principals need to invest their energy to maximize their impact on the school organization (Fullan, 2014). By implementing selected leadership styles, building leadership has an opportunity to expand their influence throughout the organization. Developing and maintaining a strong building culture is essential to supporting and sustaining teacher leadership (Levin & Schrum, 2017). For this study, five elementary schools serving students in grades K-5 were selected as site locations in the identified school district. The quantitative research was conducted by applying two Likert-scale survey instruments. The instruments used to collect data were the Teacher Leadership School Survey (TLSS) and the Multifactor Leadership Questionnaire (MLQ) 5X-Short Leader Form. The principal at each site completed the Multifactor Leadership Questionnaire (MLQ) 5X-Short Leader Form, while the teachers within the site location completed the Teacher Leadership School Survey (TLSS). The self-perceived leadership style resulting from the MLQ 5X-Short Leader Form was analyzed in relation to the TLSS results. Findings suggest that the transformational leadership style is the dominant self-perceived leadership style among school principals. It was further found that there was no statistical significance with the correlation between a principal's leadership style and teacher leadership. However, there was a correlation between transformational leadership and positive school culture, which led the researcher to realize that all leadership styles can create an environment conducive to teacher leadership. However, transformational leadership style is indirectly connected as the conditions created for positive culture lend themselves to improved conditions for teacher leaders. [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.]