Principals of Title I schools have a responsibility to ensure that all students achieve so that they may graduate on time and are career and college ready (Virginia Department of Education [VDOE], 2022b). This research focused on the principals' instructional leadership practices in elementary and middle Title I schools impacting student achievement. The purpose of this qualitative study was to identify principal instructional leadership practices and their perceived impact on student achievement in elementary and middle Title I schools within a school division in Virginia. The research question was, what are the principal instructional leadership practices and their perceived impact on student achievement in elementary and middle Title I schools within a school division in Virginia as reported by principals, assistant principals, instructional coaches, and teachers? A demographic survey of eight teachers was completed, and one-on-one interviews were conducted with two principals, one assistant principal, and two instructional coaches, and focus interviews held with eight teachers. Data on instructional leadership practices and the perceived impact on student achievement in Title I schools in one school division in Virginia were analyzed. Deductive coding was used for this purpose to determine common themes from the data. Eight major findings were discovered including seven principal instructional leadership practices and the most impactful principal instructional leadership practices. Six of the findings pertain to elementary and middle Title I schools, and two of the findings were specific to elementary Title I schools. The research could provide current and future practitioners in elementary and middle Title I schools and school divisions with principal instructional leadership practices to help improve overall student achievement and close achievement gaps amongst student groups. Practitioners can utilize the study to assist with the professional development (PD) of Title I school principals and for developing principal preparation programs. Researchers might use the study for literature research-based strategies on instructional leadership practices and the perceived impact on student achievement in Title I schools. Whether students are learning face-to-face, blended, or virtual, these practices can be utilized by leaders of Title I schools to ensure that students achieve.