Abstract This integrative literature review explores the multifaceted role of elementary school principals in shaping literacy practices and its correlation with student achievement in reading. Drawing upon a diverse array of scholarly perspectives, the study unveils key findings that underscore the pivotal influence of effective leadership in the realm of literacy education. Principals' diverse literacy practices, ranging from curriculum development to professional development initiatives, showcase the adaptive nature of leadership approaches. The literature consistently highlights the profound impact of principals' curriculum leadership on reading achievement, emphasizing their role as architects of literacy education. Moreover, the transformative influence of principals in fostering teacher professional development emerges as a critical catalyst for literacy improvement. By prioritizing ongoing learning opportunities, principals contribute to elevated literacy outcomes among students. The study also illuminates the influential role of principals in cultivating a reading-friendly school culture, promoting positive attitudes toward reading, facilitating access to diverse materials, and engaging parents in literacy initiatives. These findings collectively underscore the intricate and indispensable role of elementary school principals in shaping the socio-cultural and instructional dimensions of literacy, providing valuable insights for educational stakeholders aiming to enhance literacy education in elementary schools. Keywords: literacy practices, student achievement, reading, curriculum leadership