R. Goldring and Taie (2018) found that there was a national turnover rate of 18% among principals during the 2015-16 academic year. Previous research has also revealed that as many as 50% of new principals do not stay in their positions beyond their third year (Fuller & Young, 2009; School Leaders Network, 2014). This high turnover highlights the need for effective succession planning to ensure a continuous leadership pipeline within K-12 districts (Sabina, 2023). Succession planning is a critical practice for improving the recruitment, development, retention, and culture of current and future leaders, aiming to promote continuous leadership flow. Research indicates that employees who perceive their employers as investing in their growth are more likely to be engaged in their work (Abdullahi et al., 2022; Bano et al., 2022; Cropanzano & Mitchell, 2005). This study involved the use of descriptive statistics to evaluate the prevalence and implementation of succession planning practices in K-12 schools across the United States. Recruitment efforts on LinkedIn and Facebook group pages targeted self-identified current and aspiring school leaders. Volunteers self-administered the Succession Alignment and Educational Leadership Engagement Survey (SAELES) to provide information about the relationship between succession planning practices (recruitment, development, retention, and culture). Analysis of data from 95 participants via multiple linear regression revealed no statistically significant relationship between succession planning practices and employee engagement. These findings suggest that while succession planning must be acknowledged as important, current practices do not appear to impact engagement. This outcome highlights the necessity for further research into effective tools and practices that can enhance understanding and support for educational leadership succession, given the uncertainty surrounding whether the challenges arise from measurement, theoretical framework, or the nature of the relationship involved. [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.]