The purpose of the study was to collect data to determine if assistant principal experience predicts student achievement as measured by the outcome measures of (1) school overall accountability rating, (2) Texas Assessment of Knowledge and Skills (TAKS) reading/English language arts score, (3) TAKS mathematics score, and (4) campus attendance rate The participants included 70 campus principals serving grades in elementary, middle, intermediate, junior high, and high schools in the Education Service Center Region 2 (ESC-2). The principals were asked to complete a demographic questionnaire which was used to gather demographic data. The demographic data for each principal were matched to campus data obtained from the 2006-2007 Academic Excellence Indicator System (AEIS) for the principal's respective campus. The study did not find statistically significant associations between principals with or without assistant principal experience and student achievement as measured by the outcome measures of (1) school overall accountability rating, (2) TAKS reading/English language arts score, (3) TAKS mathematics score, and (4) campus attendance rate. The purpose of the qualitative component of the study was to examine the principal's role as transformational leader in preparing the assistant principal for the principalship. One-to-one interviews were conducted to gather the qualitative data. Five principals were interviewed based on assistant principal experience and willingness to participate in the interview. The analysis of qualitative data resulted in three themes, mentorship, relationship, and opportunity. [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.]