While much research has been conducted on principal (and teacher) leadership styles, there is less knowledge on the relationship between initial instructional certification, leadership style, and longevity. This study focused on New Jersey principals in the public-school sector in the preschool to 12th grade setting to determine if the above-mentioned variables identify a relationship that can be leveraged by districts to target specific teachers to reduce principal turnover. Servant leadership was referenced to set the stage for the conceptual framing of the research conducted in this study. The study sought to address the following. First, if there is a significant relationship between a principal's self-reported leadership style and their initial instructional certification. Second, if there is a significant relationship between a principal's leadership style and their longevity. Third, if there is a significant relationship between a principal's initial instructional certification and their longevity. A quantitative correlational approach was used and data came from an instrument survey. Data includes demographics, including the type of initial instructional certificate, years served as principal, type of school population, district factor group, enrollment of the school, and classification (urban, rural, suburban). Data also includes a leadership self-inventory on a four-point scale. The survey is populated in anonymous Google forms, which were sent to 2,474 principals listed in the NJDOE database as preschool to 12th-grade public school principals. [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.]