The use of metaphors to frame problems and gain insight into educational phenomena has received little attention in the literature. This study shows that principals' use of metaphoric language to discuss their work environment and instructional leadership roles is a valid means of understanding school administrator behavior. The study focused on the responses of two junior high principals in "low achievement" schools to a districtwide school improvement initiative stressing instructional leadership. The results, along with an extensive literature review of school effectiveness, leadership theory, and organizational theory, provided a framework for creating a typology of principals' instructional leadership practices. Using an ethnographic approach, action research interviews were conducted with the principals. During these interviews, principals became "informants" and "reflective practitioners" facilitating a shared learning process between practitioners and researchers. Participants' instructional leadership behaviors were related to contextual variables, educational background, and ability to reflect-in-action. Results imply that ethnography, when used with action research in school improvement projects, produces readily usable data contributing to experiential learning. Analyzing metaphoric language contributes to understanding both projects and individuals. Included are 2 figures and 17 references. (MLH)