Principals can improve their teachers' classroom practice, either directly or indirectly by arranging resources, to support improvement. However, there is limited information about how principals spend their time. This Snapshot provides a look at how a large group of principals spent their workweek, including on instructional support and other activities. Because time spent coaching teachers may be particularly useful for improving instruction, the Snapshot separately examines the time principals spent "directly" supporting their teachers' instruction (such as providing feedback based on a classroom observation) and the time they spent "indirectly" supporting teachers' instruction (such as designing professional development activities). It also describes principals' time spent on other tasks, which may reduce the time that principals can devote to supporting instruction. The findings highlighted in this Snapshot are based on data collected for a study of principal professional development conducted by the Institute of Education Sciences (see ED599489). The study included 100 elementary schools from eight districts in five states during school years 2015-2016 and 2016-2017. Although previous studies have examined the relationship between principal time use and years of experience as a principal, this Snapshot presents the first analysis of whether principal time use is related to whether principals have experience teaching in their schools' grade range.