Understanding the impact of school leadership on student achievement is important in meeting the ever-rising demands on public education. School leaders are expected to enact change and drive schools to success. Developing the assistant principal's use of Leadership Responsibilities to assist the principal in creating the environment for change is an area with little research. In this quantitative study, the researcher analyzed the difference in assistant principals with less than three years of experience and those with three or more years of experience and their utilization of the Leadership Responsibilities tied to second-order change as identified by Marzano (2005). The researcher sought to understand if time on the job aided in the growth of skills known to successfully enact change and those negatively impacted during change. Findings indicated no significant difference in the utilization of the second-order change responsibilities or those responsibilities impacted during change. [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.]