The methodology, results, and implications of a study of instructional leadership styles of principals of four unusually successful inner city schools are outlined in this general summary. The principals studied were selected with the help of expert opinion and student test scores. Data comprise ethnographic observations and interviews of the principals over 17 weeks; interviews with teachers, other administrators, and students; school observations; logging of principals' time use; school records; and faculty surveys. Results include the finding that principals in three schools focused attention on important instructional goals and used slogans as an attempt to rally support for those goals. In three schools principals created a more positive learning climate by establishing a general appearance of cleanliness and sense of order and discipline. In every school attention was given to the curriculum, and these efforts were successful when closely monitored and led by someone respected by teachers. Teacher supervision was ineffective in most cases. In none of the schools was the principal perceived as an instructional leader; rather, other staff members were influential, and principals devoted their attention to pupil discipline. The concluding discussion recommends that principals function as generalists providing teachers with vision, direction, and coordination while assigning leadership responsibilities to competent support staff. (MJL)