Findings from a study that examined the role of the principal and effects of the principal's change facilitator style (CFS) on the institutionalization of intervention programs are presented in this paper. Subjects were 13 principals involved in Project Link, a Pennsylvania-granted collaborative project to train prereferral child study teams. Questionnaires were administered to 234 teachers in the 13 schools to determine principals' leadership styles in implementing the project. Data were also obtained from assessments of principals by four project consultants and interviews with teachers, team members, and principals during three school visitations during 1989-90. Findings indicate that the five principals classified as initiators scored higher on the informal, meaningful, efficiency, and vision scales, and demonstrated a higher positive correlation with implementation scores. A conclusion is that the informal dimension should be included in the initiator profile to emphasize the "people" dimension of the principal's leadership style. Successful implementation of Project Link depends on team-building and leadership. Three tables and 14 figures are included. (13 references) (LMI)