The purpose of this study was to better understand how elementary principals with high populations of Hispanic English learners (Els) and low socioeconomic-status (SES) students were able to increase achievement outcomes in high performing schools. This study aimed to determine: (a) what programs successful elementary principals implement to academically support Hispanic EL students in urban settings, (b) what leadership strategies elementary principals use to improve learning outcomes for Hispanic EL students, (c) how elementary principals involve parents and the community to improve learning outcomes for Hispanic EL students, and (d) how successful elementary school principals evaluate the effectiveness of programs that are designed to increase achievement for Hispanic EL students. This study, which implemented a mixed-methods approach, identified 2 Southern California school districts as having high Hispanic ELs and low socioeconomic student demographics. Between the 2 school districts, 34 elementary principals responded to a survey, 5 of whom also participated in a structured interview. Both quantitative survey responses and qualitative interview responses were analyzed and reviewed. Through transcription and coding, the data were reduced to reveal themes, patterns, relationships, causes, explanations, and conclusions in relation to the research goals. The study's findings indicate that elementary principals with high populations of Hispanic ELs from low-SES communities who experience high achievement outcomes utilize transformational leadership to counter negative belief systems that empower both staff and students. The study also found that instructional strategies that target English language acquisition both in tandem and in addition to core subject matter were essential to improving learning outcomes. Further, positive relationships between parents and the school site were found to be critical components of student success. Frequent practice of data-driven decision making and using data to inform instructional practices were found to be foundational ways of best meeting students' needs. Overall, this study provides hope for elementary principals with high poverty Hispanic EL populations and how they can lead their school sites to increased achievement outcomes. [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.]