School climate reform has been recognized as a positive school improvement strategy. Even though a positive school climate has been shown to increase student achievement and school performance, little research has been done to provide school principals with strategies and practices they can implement in order to create and maintain a positive school climate within their school buildings. As such, this qualitative study was designed to gain insight from elementary school principals on what they perceived to be significant factors in the creation of a positive school climate. Following interviews with ten skilled elementary school principals in southwest Ohio, common themes were identified, and recommendations emerged for principals to improve school climate: open communication and collaboration, prioritizing the academic growth of students, planning meaningful professional development, and building positive relationships with and among all members of the learning community. [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.]