This study examined the association between principal leadership styles and academic achievement in gifted education schools. There is scarce literature specific to academic achievement in gifted education schools. The primary research question addressed in the study was, "does an association exist between leadership style and academic achievement in gifted education schools?" Each sub-question asked about the extent that each individual leadership style (transformation, transactional, laissez-faire) has an association with academic achievement when controlling for the other leadership styles. The research methodology was quantitative and associational. Principal leadership styles were gathered using the Multifactor Leadership Questionnaire completed by 25 principals of gifted education schools. These results were compared to the academic achievement of each principal's school. Data analysis was done through a Chi-square test with a Fisher's exact test due to a small sample size. Results, consistent with the Transformational Leadership Theory, showed that there was an association between leadership style and academic achievement, and that higher scores in transformational and transactional leadership styles were associated with higher levels of academic achievement in gifted education schools. [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.]