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This article arises from research in one school district (utilizing the Vanderbilt Assessment of Leadership in Education, VAL-ED) into the relationships among the perceptions of elementary school leaders of their learning-centered leadership, and student achievement on state-mandated tests of reading in Virginia. Beyond the percentage of students receiving free/reduced lunch, two core components of learning-centered leadership ("rigorous curriculum," and, to a lesser extent, "performance accountability") significantly improved the hierarchical multiple linear regressions of core components on reading scores. This study supports the professional development of principals based on the assessment of their learning-centered leadership behaviors. (Contains 6 tables and 3 figures.)