The purpose of this quantitative study was to examine the impact of specific contributing leadership work practices, such as those identified on the Teaching Empowering Leading and Learning (TELL) Tennessee survey administered by the New Teacher Center and contracted by the state of Tennessee Department of Education, on student achievement test scores such as the Tennessee Comprehensive Assessment Program (TCAP). The population for this study consisted of 114 school districts within the state of Tennessee who had a least 50% of teachers from each school take the anonymous and voluntary TELL survey in the spring of 2011. Each school district within the state is required to give the state's achievement test annually to all students within the district (grades 3-12). For the purposes of this study, 7^th and 8^th grade Math and Reading and Language Arts achievement test scores were electronically retrieved from the TELL and TCAP website and examined to see whether or not leadership work practices impacted student achievement. All inferential tests were compared against the standard probability level (p) of .05. Therefore, statistical significance was found between some of the leadership work practices as they related to TCAP Math and or Reading and Language Arts achievement test scores. Based upon the findings of this research, the recommendations for practice and future research included the use of specific work practices as identified by the TELL as a guide for professional learning development opportunities that will assist administrators with implementing these practices in their daily work practices and conducting a follow-up research study after the TELL survey is administered in Tennessee again in the year 2013 to examine similarities and differences to the current study.