This paper investigates the ways in which department chair and principal leadership influence the teaching secondary social studies classes. Based upon research in three sets of high schools, leadership efforts in the areas of curriculum program development, faculty collegiality, staff development, and school culture are explored. Instructional leadership at the department level that generates a common vision around a shared conceptualization of thinking, combined with curriculum development within a culture of collegiality and attention to teaching and pedagogic strategies, seemed to facilitate improved levels of classroom thoughtfulness in high school social studies classes. A 12-item list of references is included as well as tables of data. (Author)