This qualitative, multiple-case study examined the perspectives of selected community school principals to understand how they define servant leadership, and what role, if any, servant leadership plays in the way they lead their schools and community. Community schools follow a model that provides resources and programming to address the holistic needs (e.g., academic, health, nutrition, social and emotional well-being, social services) of the students and the families they serve. Grounded in the work of Greenleaf, servant leadership is a theoretical framework that defines leadership as a commitment to helping followers develop to their fullest potential rather than accumulation of power. I conducted 60-minute, semi-structured interviews with 12 community school principals in a large, urban school district in the northeastern United States who were characterized as servant leaders by district level and city government leaders in supervisory or relevant positions. With qualitative coding, I identified themes that answered how participants defined servant leadership, and its role in their work, to include: (a) elevating followers, (b) shaping shared beliefs, (c) fostering a vision and mission driven culture, and (d) serving as a change agent. For the second research question that analyzed participants' perspectives on the enactment of servant leadership, I noted the following themes: (a) selfless leadership, (b) moral purpose, and (c) lead by example. Implications for theory and practice are included. [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.]