The role of school principals in shaping school culture is well recognized, yet barriers often prevent them from effectively influencing this critical aspect of educational leadership. This project investigates the perceptions of elementary principals regarding the barriers and behaviors that influence school culture. Using qualitative research methods, eighteen elementary school principals were interviewed to explore their understanding of school culture, identify the barriers they encounter in shaping it, and uncover effective strategies they employ to create positive school cultures. Key findings reveal that principals perceive their ability to influence school culture is mediated by internal and external barriers, including self-efficacy challenges, resistance from staff, and a lack of district-level support. Despite these obstacles, principals believe they are fulfilling their leadership obligations by employing best practices such as promoting collaborative leadership models, celebrating successes, and strengthening community engagement. Recommendations include enhancing principal training programs, fostering collaborative leadership, and incorporating community partnerships to overcome these barriers. This study contributes to the understanding of the complex relationship between school leadership and culture, offering practical strategies for elementary principals to navigate the challenges they face and positively impact their school communities. [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.]