The authors discuss findings from their study of the activities of principals who move beyond roles as administrative leaders to assume positions as instructional leaders. In the study, they investigated the relationship between principal leadership practices and the professional development that teachers received as part of a district-wide reform effort in a large urban district. They found a connection between the presence of principal instructional leadership practices, such as forming a vision, and the presence of teacher professional development that was aligned with best practices, such as a focus on content and curriculum.