This qualitative study examines the perceptions of principals in the implementation of Skillful Observation and Coaching Laboratory (SOCL), an instructional program designed to help principals improve teaching and learning in the classroom. Specifically, this study sought to describe the extent to which components of SOCL were implemented with fidelity and discover internal and external factors that facilitated and impeded the implementation of this instructional leadership program. Data for this multiple case study were drawn from interviews with principals, documents (e.g. staff meeting agendas, implementation notes, and classroom walk-through observations) and observations of coaching sessions. Guided by sensemaking theory, analysis involved open coding to identify emergent themes. The results showed that possessing content knowledge, pre-existing knowledge, structural conditions, social interactions, meaningful policy, identity as an instructional leader, and positive feelings influenced principals' sensemaking of SOCL. These findings suggest that schools seeking to implement SOCL, or similar programs aimed at improving principals' instructional leadership should offer more professional development, reflect on administrative obligations and prioritize district initiatives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]