Students in elementary school have trouble grasping skills in mathematics due to a lack of foundational skills including adding, subtraction, multiplication, and division. When students struggle with mathematics skills, it may impact their standardized assessment. The purpose of this triangulation mixed-method study was to identify the effectiveness that the learning platform, Edgenuity, has on student learning in mathematics. This study examined teacher leadership styles of transformation, transactional, and laissez-faire and their impact on academic achievement in mathematics. The target population contained one elementary school with two third-grade teachers in an urban southeast school district. The quantitative portion of the study determined the difference between students who use Edgenuity and students who do not. The sample size of the study contained 39 students. The purposive sample compared the usage time of the given sample against the Star Math assessment. The students were grouped into two groups, Edgenuity users and nonEdgenuity users in each class. A G-Power analysis was ran to distinguish the 39 participants of the sample size for the one-way ANOVA test. The sample size of the Zoom interviews was a total of 7 participants using a convenient sample of open-ended questions to determine how teacher leadership styles influence their use of Edgenuity. A coding process was used to analyze the data of the interview by breaking the information into different categories of leadership styles during the qualitative grounded theory approach. By year-end, 80% had mastered with a remarkable 90% showing growth to grade-level scores. Non-Edgenuity users exhibited moderate gains. Further research could explore diverse student groups and long-term effects. Regarding practical applications of the study, schools can enhance math outcomes by integrating technology platforms like Edgenuity strategically. [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.]