This qualitative study examines the characteristics of principals in high leadership capacity schools. Lambert (1998) defines leadership capacity as broad-based, skillful participation in the work of leadership. Data were collected from a total of nine study participants, one Assistant Superintendent, two principals, and six certified professional staff members at two study sites. In-depth interviews were conducted with each study participant. Interview protocols were designed to align with the study's theoretical model which is a convergence of Michael Fullan's "Framework for Leadership" (2001) and characteristics of principals of high leadership capacity schools as identified in Linda Lambert's 2006 study of high leadership capacity schools. The findings from this study suggest a principal must possess seven characteristics to move his or her school toward high leadership capacity. Principals must possess clarity of self, values and the moral purpose behind education, and the ability to provide coherence, to think strategically about change initiatives, and to create an environment of knowledge creation and sharing through the use of collective inquiry. In addition, a principal must also be skillful in the ability to build relationships and develop capacity in others. Finally, data from this study also suggested that a principal must possess the ability to allocate resources effectively and to create and sustain efficient and inclusive systems. The characteristics are interconnected and together they form a series of characteristics that, if utilized thoughtfully, may lead to the development of leadership capacity. [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.]