This study investigated the relationship between two elementary building administrators and their teaching faculty with regard to leadership styles of the principal. Leadership analysis determined one principal who was transformational leader and one principal who was transactional. A survey assessed the perceptions of elementary teachers regarding each school’ sclimate, and their own empowerment resulting in teacher efficacy. Results were notcongruent with the review of literature. The school with the transactional principal underwent an intervention for a twelve-week period during which changes were made based on the data from the pretests administered. These interventions reflected a more transformational leadership approach. The researcher also gained insights as to future studies and implications for practice such as replication of the study using a longer intervention period and a larger sample within one school or mores schools in the study.