A study conducted in Massachusetts between October 1986 and May 1987 assessed the behaviors and skills principals exhibit when they make curricular revisions. Questionnaires were sent to all superintendents in Massachusetts, of which 48 were returned. From the information furnished by these questionnaires, 18 principals were selected for onsite visits and observations. Ultimately, only 14 of the principals were observed. Actual curriculum development meetings between principals and teachers were observed, followed by conferences with the principals. Four of the visits are detailed in this document. The four sites of the documented observations are a middle school with 480 students in a suburb west of Boston; a K-6 school in northeastern Massachusetts; a large city middle school with 730 students; and a middle school with 800 students in a middle class suburb. The principals could be observed to use two types of strategies; one strategy stressed curriculum development, and the other emphasized enabling actions. Principals may be trained to apply these skills and behaviors in a more systematic manner. More visits to principals to validate the study and staff development to train principals in employing the skills are recommended. (RG)