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This study was designed to examine the relationship between the leadership styles of principals and the climate of high schools in West Virginia as perceived by teachers. From a population of 4,966 high school teachers, a random sample of 384 participants was selected. Each participant was mailed a survey packet containing a cover letter and two questionnaires, the LEAD-Other and the CFK Ltd. School Climate Profile. The total return was 248 or 64.58 percent. The data were analyzed using the General Linear Model of the Statistical Analysis Systems (SAS). Analysis of the data resulted in these major findings: High school teachers in West Virginia who perceived their principals as being S1, S2, S3, S1/S2, S1/S2/S3, S1/S4/ S2/S3 or S3/S4 leaders perceived their school climate as being positive. High school teachers in West Virginia who perceived their principals as being S4 leaders perceived their school climate as being negative. West Virginia teachers most frequently perceived their principals to be S2 leaders (40.85 percent), followed by S1 leaders (18.30 percent), S3 leaders (14.89 percent), S4 leaders (14.89 percent) S2/S3 leaders (5.11 percent), S1/S2 leaders (3.40 percent), S1/S4 leaders (1.28 percent), S1/S2/S3 leaders (0.85 percent) and S3/S4 leaders (0.48 percent). No significant differences were found between any of the perceived leadership styles and the first climate factor of respect. Significant differences were found within the leadership styles and the remaining seven climate factors of trust, high morale, opportunity for input, continuous academic and social growth, cohesiveness, school renewal and caring. Significant differences within the perceived leadership styles for each of the climate factors were most frequently found for the S4 leadership style. Higher percentages of positive perceptions by teachers than negative perceptions were found for each of the climate factors. No significant correlations were found between school size and the teachers' perceptions of the eight general climate factors. This study would seem to indicate that high school principals who desire to improve their school climate need to exhibit high task and high relationship behaviors with their teachers. Additionally, it indicates that principals should focus on the two most negatively received climates factors, (1) opportunity for input and (2) continuous academic and social growth.