This qualitative case study explored how the essential attributes of a school turnaround leader are different from other school leaders. More specifically, how those specific leadership qualities found in a turnaround leader influence a school's culture toward improving from the point of failure to that of high performing within a 1- to 3-year time span. The school chosen for this study was a high-poverty elementary school located in Florida. The school moved its grade from a C to an A two years after a new principal took over as the leader of the school. Data were collected for this case study of one high-poverty Florida elementary school through direct interviews of the school leadership and teachers, responses from teacher surveys, and a review of documents from the school that experienced the phenomenon known as a school turnaround. Data collected during this study were used to determine what specific leadership and personality traits were common in turnaround principals. Data also demonstrated how a turnaround school leader develops a school culture to support teachers during a successful school turnaround. The school leadership practices reflected in this document are based from the research on effective school turnaround practices. The results from this study are intended to be utilized toward improving school leadership practices for schools in need of a dramatic transformation in performance.