Frequent principal changes in a secondary school can have a significant impact on teachers. The purpose of this qualitative study was to determine how teachers' perceptions are influenced by principal behaviors during a leadership transition. The researcher investigated what types of leadership behaviors influence teacher perception during a principal transition, and what teacher behaviors occur in response to an incoming principal's attempts to make organizational changes. In this qualitative case study, ten teachers were interviewed who experienced the leadership of five principals in a time-span of forty-eight months at Trailside High School. The interviews were transcribed and codes were identified, which were analyzed to reveal themes in the findings. The findings were aligned with the theoretical foundations of this study, which were organizational culture and organizational change. It was found that new principals must demonstrate authentic behavior at school as well as strong visionary leadership, and new principals need to value the people and value the past, be physically and emotionally present, and model the behaviors they expect. The results of this study produced key implications for principal preparation and educational leadership programs. One implication is that principal changes can lead to repetitive change syndrome and change-related chaos, as not enough time is available for a principal to fully implement the change process as described by Kotter (2007). Another implication is that the cycle of repetitive principal transitions needs to be broken. The findings also indicate that trust cannot be built in these repetitive transitions, as building trust requires time. [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.]