This paper presents findings from one in a series of four case studies that examined leadership in schools committed to reform. Methodology included onsite observation, interviews with stakeholders, and informal discussions. Hollibrook Elementary School, which serves a primarily minority population in Spring Branch, Texas, ascended from a low district achievement rank to a national example of successful educational reform. Hollibrook's association with Accelerated Schools and the program's positive impact on attitudes toward educating students are described. The paper gives attention to the principal's leadership role for 3 years and the subsequent negotiation of leadership roles that occurred when a new principal arrived in the 1991-92 school year. Ways in which the new principal, faculty, and staff renegotiated the leadership established by the former principal are described. Factors that influenced the process were individual, interpersonal, structural, synergistic, political, and economic. A conclusion is that the term "shared leadership" evolved from words to daily activities. The lengthy negotiation process resulted in improved student achievement scores, reduced discipline problems, and increased parent involvement. The principal played a key role in supporting shared leadership. Two figures and three tables are included. (LMI)