The purpose of this study was to examine the role of the principal in shaping a school culture that fostered academic achievement of students with high incidence disabilities. Research was conducted by means of a qualitative case study approach with data courses of informant interviews, parent focus group, observations of the daily workings of the school, and artifact reviews. Data unveiled five prominent areas of school culture: rituals, collaboration, an individualized instructional focus, community, and social emotional support. Each of these findings are defined and discussed based on data collected throughout the study. Data also support four additional findings in regard to the roles the principal played to impact each component of school culture including: serving as an administrator, instructional leader, community liaison, and child advocate. Matrix analysis compared the interactions of the school culture and the impact the principal played in each to determine what roles the school principal filled that directly affected the culture including the academic performance of students with high incidence disabilities. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]