The purpose of this quantitative correlational research was to examine the extent to which teachers' perceptions of their administrators' instructional leadership and academic press correlated with student achievement in 34 elementary schools in Maricopa County, Arizona. The theoretical foundations of the study were expectancy theory and organizational climate theory. This study utilized the Organizational Climate Index (OCI) survey to measure academic press and the Principal Instructional Measurement Rating Scale Teacher Short From (PIMRS) to measure instructional leadership. District achievement data at the classroom level was collected for those teachers who participated in the study and was utilized to correlate with student achievement results. Results of this study suggested there were no significant relationships between teachers' perceptions of their administrators' instructional leadership and academic press and student Math and English Language Arts achievement in elementary schools. This study adds to the research in the area of academic press and instructional leadership and their potential relationships with student achievement and education. [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.]