This study investigates the competency of elementary school principals in supporting structured literacy and evaluating university preparation programs' effectiveness. It addresses a gap in the literature regarding principals' readiness for literacy instruction leadership, focusing on how well these programs prepare them for this role. The research combines quantitative surveys with principals from diverse schools. The study uses structured surveys to examine principals' self-reported competency, confidence, and experiences as literacy leaders. Findings indicate variability in principals' competency linked to the extent of university training. Principals with comprehensive training show higher confidence and better literacy outcomes. The analysis involves statistical methods and thematic coding. The research highlights the need for robust university programs with specific training in structured literacy. It suggests revising curricula to improve literacy leadership training and recommends further studies on long-term impacts on student outcomes. [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/en-US/products/dissertations/individuals.shtml.]