The responses to two questionnaires by the principals and 186 randomly selected teachers from 40 elementary schools from Hillsborough county (Florida) provided the data for a study that examined whether principals of schools demonstrating high and low levels of student reading achievement differed in leadership behavior and/or demographic characteristics. Student reading achievement was determined by comparing scores from the Comprehensive Test of Basic Skills and the Test of Cognitive Skills. One questionnaire focused upon the principals' involvement behavior with teachers, students, and parents in reading, while the other focused on the demographic characteristics of the principals. The findings supported the hypothesis that the principals of schools with more effective reading programs were more effective in the areas of personnel management, public relations and assuming ultimate responsibility for instructional leadership within the school. The results of the data analysis, however, indicated no relationship between the demographic characteristics of the principals and the levels of student reading achievement in their schools. Appendices include questionnaires for principals and teachers, as well as a substantial bibliography. (HOD)