This study expands on the relationship between principal characteristics (total time as an educator, age, tenure as a principal, education level/degree and gender) and school success as measured by the standardized test scores reported on school report cards. The findings of the study contributed to the ongoing academic dialog about school success and improvement. The research was guided by one overarching question with five sub-questions. The study used a quantitative correlation design to discover the relationship between principal characteristics and school success, which allowed the research questions to be answered and the hypotheses to be tested. Strengths of using a quantitative research method included a research problem that is specific in terms, specifying the independent and dependent variables that are investigated, and followed research goals to test hypotheses and arrive at conclusions. The population of the study was principals of K-8 schools located in the United States, with ages ranging from 35 to 65 years old and the level of education of the population varied from master's to doctoral level. The standardized test scores were obtained from the state department of education websites. Simple regression was used to determine the relationship between the principal characteristics and school success. One independent t test was performed for one of the independent variables, gender. The "t test" indicated no significant difference at the 0.131 level, resulting in failure to reject the null hypothesis. Four correlational tests were performed, using each of the four independent variables: education level, tenure as a principal, age, and years in the field of education. Three independent variables used Pearson correlation: age, tenure as a principal, and years in the field of education. The last independent variable, education level, used Spearman's Rho correlation. Age was the only independent variable that showed a significant correlation for both language arts and math standardized test scores, resulting in rejection of the null hypotheses, H[subscript 06]. Analysis of the data resulted in failure to reject the null hypotheses, indicating no relationship between level of education, years as a principal, or years in the field of education (independent variables) and standardized test scores for reading and math. [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.]