This study investigated whether Pennsylvania school district superintendents acknowledge the importance of the 2008 ISLLC performance indicators that require collaboration to the same degree they practice them. Superintendents' ratings of importance and frequency were compared across demographic groups. A thirty-two question survey, derived from the "Performance Expectations and Indicators for Education Leaders" (Sanders & Kearney, 2008), was used to collect data. There were 109 superintendents (22% of the target population) who participated in the study. Seven superintendents were interviewed after the survey data were analyzed. A Pearson Chi-Square test was used to compare the consistency of the two ratings for each indicator. A Paired Sample T-test was performed to compare importance and frequency for each standard. The results indicated a statistically significant difference between importance and frequency for each indicator and each standard. A Mixed-Design ANOVA was conducted for each ISLLC Standard to examine whether differentiated ratings of importance and frequency existed across demographic groups. No significant differences were found. Superintendents' interviews supported the findings of the survey. Interviews indicated that daily interactions with school board directors constrain the time superintendents devote to collaborative leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]