This qualitative research study explores distributive leadership practices used by Title 1 elementary school principals in the Northeast region of the United States. This study examines how principals traditionally rely on the hero complex of school leadership and solely accept the responsibility of school improvement and accountability of student achievement. The research highlights the discussion of different definitions of distributed leadership and its impact on student learning. The researcher used the definition of distributed leadership posited by Spillane (2005) as "first and foremost about leadership practice rather than leaders or their roles, functions, routines, and structures" (p. 144). The discussion in this study addressed the gap in research, specifically how distributed leadership can be used as a strategy for school improvement. The purpose of this phenomenological qualitative study was to examine the use of distributed leadership practices such as delegation of tasks as well as building capacity as tools for school improvement. Twelve elementary school principals were interviewed using a researcher created interview protocol based on the research questions and the theoretical framework. The study produced ten findings: distributed leadership as an investment in stakeholders, teachers as leaders in schools, intelligence being the character trait that one should possess to those who are delegated to, professional development, assessments, non-instructional practices, supportive environments, volunteers, follow-up, and building capacity. Finally, this investigative study offered three conclusions and six recommendations for policy, practice, and further research. [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.]