The COVID-19 pandemic placed greater demands on school leaders and caused ongoing disruption to teaching and learning. Faced with unprecedented challenges, school leaders have made critical changes in how they lead their school communities (Brinkmann et al., 2021). The study aimed to investigate the perceptions of elementary teachers within the United States concerning the identified leadership practices needed to cultivate teacher well-being before and during the global pandemic. A literature review revealed the commonalities in what highly effective principals do and their impact on student achievement (Grissom et al., 2021a). Researchers synthesized five practices of effective principals: instructional-focused interactions, building and fostering a productive school climate, facilitating collaboration, strategic management, and leading for equity (Grissom et al., 2021b). The study involved interviewing twelve elementary teachers' working in Massachusetts, North Carolina, Texas, and Virginia. The interview questions investigated the perceived leadership practices implemented by principals to foster teacher well-being before and during the pandemic. The research questions were as follows: (1) What leadership practices of elementary school principals do teachers perceive have positively impacted teacher well-being prior to the COVID-19 pandemic? (2) What leadership practices of elementary school principals do teachers perceive fostered teacher well-being during the COVID-19 pandemic? The outcomes of the study offered awareness of elementary teachers' perceptions of school leadership practices that cultivated teacher well-being before and during the global pandemic.