Previous work by the National Center on Educational Outcomes (K. Liu, Koo, Barrera, & Thurlow, 2008) documented that principals in 10 "successful" middle schools (defined as those making Adequate Yearly Progress (AYP) with ELLs and students with disabilities) were knowledgeable and concerned about the special education referral process for ELLs with disabilities but less knowledgeable about the characteristics of appropriate instruction for these students. The purpose of this study was to follow up on the work of K. Liu et al. (2008) by working with another group of "successful" middle school principals (in schools making AYP with ELLs and students with disabilities) to extend the findings on instructional services and leadership for ELLs with disabilities. This study specifically sought to learn more about: (1) the services and programs offered for ELLs with disabilities; (2) sources of instructional strategy information specific to ELLs with disabilities; and (3) the principal's role in supporting teachers' use of instructional strategies for ELLs with disabilities. The NCEO Survey for Principals is appended. A list of 23 resources is also included. (Contains 6 tables and 7 figures.) [The "Building and Verifying Effective Instruction through Consensus for English Language Learners with Disabilities" project is supported by a grant from the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education.]