The need to improve student academic performance and school reform continue to receive national attention, but there is limited empirical data that explicates the positive impact of programs that are designed to address this phenomenon. Educators are presented with seemingly herculean challenges in meeting the needs of students from cultural backgrounds with diverse social, economic, and academic needs, especially in schools identified as high need and urban. Differentiated instruction is an approach to instruction that focuses on meeting the individual academic needs of students through the utilization of a wide variety of strategies and instructional techniques. The purpose of this qualitative descriptive case study was to document the perspectives of principals regarding their ability to lead their faculty in implementing differentiated instructional strategies. The researcher identified the supports principals need to improve their ability to lead their teachers in implementing differentiated instructional strategies, and gathered information relative to the instructional leadership knowledge held by principals concerning the implementation of differentiated instructional strategies. Participants included six principals from an urban school district in Ohio. Data sources included completion of an online survey, qualitative open-ended interviews, and examination of physical artifacts. The key results from this research study revealed that all principals share an overall understanding of differentiated instructional strategies, assist their teachers in implementing those strategies, experience challenges in obtaining and utilizing appropriate resources, identify as imperative the need to serve as instructional leader, and seek additional time and professional development to enhance and improve their professional skills. Based upon the findings, it is recommended that principals are provided with professional development opportunities designed to meet their individual needs, are assisted with obtaining and utilizing appropriate resources, and are provided with additional time to perform academic duties. Future research may include obtaining the perspectives from a larger pool of principals, expanding the geographic area, and including school districts in addition to or other than those identified as urban. Researchers might also examine the perspectives of principals relative to years of service in the principalship in a particular building or school district. [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.]