The purpose of this phenomenological case study was to explore the characteristics of the principal of a successful, high-performing, high-poverty elementary school. Researcher observations and interview data indicated that the principal of one high-poverty, high-performing elementary school in a large suburban school district engaged in moral and adaptive leadership. Findings further indicated that teachers and staff had observed the principal practicing engagement and presence in the school and in the school's community to achieve an orderly environment characterized by effective instruction. Implications of the findings are presented to offer guidance to principals who serve in high-poverty schools.