In this qualitative study, the researcher investigated and described the specific leadership practices employed by elementary principals in Texas to initiate school improvement in campuses designated as needing targeted support, additional targeted support, or comprehensive support and improvement by the Texas Education Agency (2023a). The researcher sought to identify the leadership practices that principals perceive result in academic success and moving the campus to a school improvement level that indicates a decreased need for school improvement. In recognizing the role that principals have regarding academic achievement and school performance (Marzano et al., 2005), the researcher delved into existing literature in an effort to emphasize the need for a comprehensive understanding of leadership practices that specifically contribute to school improvement in Texas. The study employed a descriptive qualitative research design, incorporating multiple data sources and perspectives. Data were collected through a two-phase process involving electronic questionnaires and one-on-one virtual interviews with principals meeting specific criteria. This research provides valuable insights for school and district leaders and offers a nuanced understanding of effective leadership practices at different levels of school improvement in Texas and guiding future initiatives for sustained improvement. [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.]