This paper presents findings of a study that investigated the instructional leadership roles of superintendents in school districts in a large midwestern state. Specifically, the paper examines the relationships among superintendents' descriptions of their involvement in curriculum-development and instructional-leadership activities in their districts and salient personal, professional, and work variables. A questionnaire of 397 superintendents in 1 state elicited 326 responses. Respondents described their roles in curriculum development as primarily grounded in facilitation, support, and delegation of work. Four major instructional-leadership roles were identified--the instructional visionary, instructional collaborator, instructional supporter, and instructional delegator. Most superintendents spent little time in curriculum development. Time constraints, role overload, the press of other priorities, and lack of personal interest in curriculum and instruction tended to confine the majority of superintendents to collaboration, support, and delegation as the major forms of involvement in curriculum development. The data also suggest that superintendents responded to role expectations within their districts, which emphasize accountability for managerial processes over teaching and learning outcomes. It is suggested that superintendents demonstrate interest in curriculum development as a primary administrative responsibility, that school boards recognize and reward curricular leadership, and that administrator-preparation programs place priority on teaching and learning. Eleven tables are included. (Contains 16 references.) (LMI)