The purpose of this quantitative correlational study was to examine if and to what extent, Title I Status, the Number of Years teachers have taught at the current school, and/or the Level of Teacher Education predict the Teacher Perception of Distributed Leadership in central Florida public elementary schools. Research focused on the theoretical framework of distributed leadership, and more specifically on the research questions as to whether there is a statistically significant relationship between the predictor and criterion variables. The sample was composed of 85 public elementary school third through fifth grade teachers in central Florida. The study was conducted using a quantitative methodology with a correlational design to examine the extent, if any, that Title I Status, the Number of Years teachers have taught at the current school, and/or the Level of Teacher Education predict the Teacher Perception of Distributed Leadership in central Florida public elementary schools. Data sources included a demographic questionnaire and the Distributed Leadership Inventory (DLI). Linear regression analysis and multiple linear regression were used to answer the research questions on SPSS version 24. The results indicated that Title I Status F(1, 84) = 2.039, p = 157; Total Years at the Current School F(1, 84) = 1.163, p = 0.284; or Level of Education F(1, 84) = 0.763, p = 0.385 do not statistically significantly predict the Teacher Perception of Distributed Leadership Status. Furthermore, working in a Title I school, Total Years in the Current School, and highest Level of Education, do not statistically significantly predict the Teacher Perception of Distributed Leadership, F(3, 82) = 1.81, p = 0.151. [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.]