The purpose of this study was to examine two inner-city elementary public schools in one district in South Texas as noteworthy examples of successful principals’ leadership effectiveness in creating and sustaining successful school improvement in socioeconomically challenged contexts. The schools were selected using a purposive sampling based on the Texas’ academic performance indicator system. The database was used to identify schools within the district that demonstrated successful performance and that were led by the same principals for 4 consecutive years (between 2003 and 2007). Both schools served a high number of economically disadvantaged students, and schools serving a high number of Hispanic students. The principals in these schools were recognized as successful leaders by their professional peers (at the local, regional, or national networks and professional associations) and their students demonstrated remarkable academic success. The principals were interviewed using a semi-structured protocol (ISSPP, 2007). An opportunity sample of administrative staff, teachers, parents and students were interviewed in groups using a similar protocol. The most important principals’ characteristic in the schools studied was their engagement and investments in students’ potential. Key strategies and interventions included: high expectations for the campus, family support,, teacher preparation and student activities. The principals were sensitive to cultural factors influencing the success of students and created a number of opportunities for student improvement. The principals attributed their success to strong vision and values and expectations in relation to their campus and students. Their style was focused on the empowerment of their communities. They were evidenced to be attentive listeners in relation to their students, teachers, and families’ needs. They provided counselling support for families. They were ready to modify existing procedures to accommodate their needs. The principals fostered the teachers’ confidence and trust, who responded positively to the campus needs and requirements.