School principals across the nation are asked, each year, to implement policy changes in schools that are meant to improve student performance on standardized tests and increase student achievement. Principals, however, face numerous obstacles that prevent them from implementing policies with fidelity to the policy designs. In New York City (NYC) schools, for example, principals were given autonomy to make decisions over operational functions like budgeting, staffing, and curriculum, in exchange for increased accountability. The principals in this study reported that their ability to activate their autonomy was constrained by numerous factors. This case study of NYC schools explores the relationship between mayoral control and principal autonomy in addition to the factors associated with limited principal autonomy by examining, specifically, the process of policy design in the NYC school district and the actual policies created under mayoral control of schools that hinder principals' abilities to implement the autonomy policy. (Abstract shortened by UMI.) [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.]