Learning to read at a young age continues to be one of, if not the most, important skill for children to acquire. Even though there is an extensive amount of research written about how to teach young children to read, a gap in the literature exists in the direct role of the elementary principal in the process. Because of the necessity for direct literacy instructional leadership, this study focuses on the role of the elementary principal in developing equitable practices for increasing reading achievement for all students. To address the research question, I conducted a qualitative case comparison study design. Interviews with principals were conducted as research in the principal's role. In addition, I interviewed other formal and informal leadership positions such as teacher team leaders of a school involved in promoting equity, and others who are responsible for increased literacy achievement for all students. During and after the data collection process, I employed a coding method to analyze the data. This study answers the research question regarding the elementary principal's role in improving reading achievement in schools with equitable practices and will contribute to the field by enhancing the literature regarding principal leadership practices and increased student reading achievement. [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.]