This study examined the relationship between the self-reported shared leadership practices of Maryland elementary principals and the academic achievement of their African American students, as measured by their performance on the Maryland School Assessment (MSA). This study sought to answer the following questions: Do principals who report utilizing a shared leadership approach to managing their schools subsequently improve the academic performance of African American students? Is the academic achievement of African American students higher in schools where the principal reports a strong commitment to shared leadership? Elementary principals in 14 Maryland school districts were surveyed using a modified version of the Shared Education Decisions Survey (Ferrara, 1992b). The MSA scores of their students were examined for the strength of relationship between the identified variables, which were embedded in the survey. The researcher found no significant correlation between the self-reported shared leadership practices of principals and the performance of African American students on MSA. Additionally, no significant correlations were identified for other student groups (White, Hispanic, Asian, FARMS, ELL, Special Education). Further investigation of the relationship between shared leadership and African American student achievement is warranted by school districts, private foundations, and universities.