Erasmus’ book explored whether the academic achievement of students of disadvantaged rural schools in Ghana can be improved despite funding and resourcing challenges. This was investigated through four case studies of leadership in disadvantaged schools to identify leadership practices, skills and attitudes employed by successful principals to enhance student achievement. The study identified seven elements of effective leadership comprising strategies for improving academic standards in these schools. This study is the first to specifically focus on the role played by Ghanaian principals of disadvantaged rural schools in improving academic achievement. The findings will inform professional learning programs used to enhance principals’ leadership capabilities. This book not only affirmed the import of Western educational scholarship through its erudite literature review but ingeniously established its interconnectedness with specific African educational strategies such as school and local community partnerships for recruiting resources. Be careful when using untrained, non-remunerated volunteer tutors, nicknamed: 'helper teachers' to solve desperate rural under-staffing issues.