Research over the past 35 years consistently reveals that principals spend minimal amounts of time on instructional leadership activities. Similarly, we know very little about how principals might be trained to change their time allocation to focus more on instructional leadership tasks. The paper describes the implementation and the time use of principals involved in the SAM® process, a program specifically developed to increase principals' time allocation in the domains and tasks of instructional leadership. Using mixed methodologies, the paper describes patterns of principals' time allocation and principals' reflections and experiences during the change process as they work toward increasing instructional time use, including the structural and cultural changes that are made in SAM schools.