Elementary school principals today are expected to be instructional leaders of their schools all day, every day. As the instructional leader, they provide direction and exercise influence on teachers and other professional staff members in their buildings at all times. This qualitative study focused on the perceptions of teachers and principals on the instructional behavior exhibited by the principal. Using a phenomenological research design with purposeful sampling, the researcher conducted interviews and focus group interviews with four principals, two assistant principals, two master teachers, and five teachers from four schools in teacher focus groups to identify the perceptions of principals, teachers, and assistant principals and/or master teachers in schools on the instructional behaviors exhibited by their principals in their schools. Common themes and trends were identified by the individual four schools containing different administrative team members and then by the groups participating in this research study which included principals, assistant principals and master teachers, and teacher focus groups. Four common themes emerged from the research: (a) instructional support given to teachers, (b) professional development provided for teachers, (c) feedback given to teachers, and (d) resources provided for teachers categorized the different instructional behaviors exhibited by the principal and identified by the participants. The researcher found that there were more differences than similarities in the perceptions of principals and teachers on the instructional behaviors exhibited by principals in all schools, regardless of the different administrative team members present in the school. [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.]