The purpose of this study is to investigate the impact and response to the findings of the Quality Review, in twelve selected schools in NYC, as it related to Quality Indicator 3.4. It focused on the challenges these principals had to contend with to move from an Underdeveloped, Developing, or Proficient rating to a Well Developed rating in Quality Indicator 3.4. It focused on the strategies these principals used to change the organizational culture of the school community in preparation for the next Quality Review. Finally, it will attempt to determine if elements of the primary embedding mechanisms identified by Edgar H. Schein, were prevalent in the strategies principals used to change the culture of their organizations and therefore make improvements in their Quality Review proficiency ratings. The participants in this study included twelve principals which encompassed elementary, junior high, and high school. Individuals selected to be part of a target population of principals were able to acquire a Well Developed rating in Quality Indicator 3.4 after receiving an Underdeveloped, Developing, or Proficient on the preceding QR between the years of 2011-2016. Data was collected using the interview questions developed by the researcher, and triangulated with data from the School Quality Review (SQR), and the NYC Quality Review reports for each of the participating schools. The findings in this study revealed that external evaluation tools liken to the NYC QR have an impact on school climate and can be used as a lever for change in the organizational culture of a school community. It also revealed that Schein's primary embedding mechanisms are applicable in the school setting. [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.]