Topics of school culture and climate are evolving in the education field. Researchers continue to study to refine and provide empirical research offering school districts, schools, principals, other scholars, and the general audience solutions and recommendations to transform, reform, and provide change in schools. This study explores school culture and climate through the lens of principal leadership, teacher retention, change process, and Leader in Me. These constructs serve as the foundation of the research and form the underbelly of the study, striving to answer the overarching question: "How can the Leader in Me process change and sustain school culture and climate?" The "Leader in Me process is" a holistic approach to transforming education and redefining how schools measure success. This approach empowers educators with effective practices and tools to teach leadership to every student, create a culture of student empowerment, and align systems to drive academic results (Leaderinme.org, 2021). The study uses a phenomenological qualitative multiple-case study to investigate the phenomenon associated with school culture and climate coupled with six Leader in Me schools in Louisiana. The major findings related to principal influence, development of student leadership, teacher retention, pacing of the program, and holistic culture shifts to address the overarching question of this study and provide future participants, and current participants data to assist with making sound decisions about the effects Leader in Me can potentially have on school culture and climate. [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.]