The aim of this study was to investigate the role of the instructional leader when introducing digital technology into the mathematics teaching in the Australian Curriculum. The research reported here involves the principal and five teachers from one school and is part of a larger study. Results indicated that principal-led "crucial conversations" supported educational change that comprised not only curriculum change but also a transition from a pedagogy that draws on technology to a pedagogy in which technology is embedded. [This project was funded by Brisbane Catholic Education.]