This qualitative narrative inquiry study aimed to understand the social supports that current urban, alternative, high school principals perceive to have contributed to remaining in the role and providing the support to lead effectively. This study utilized House's (1981) model of social support to understand how the various types (instrumental, emotional, informational, and appraisal) of social support impact work productivity. The process included virtual interviews with urban, alternative high school principals from schools located in the northeastern part of the United States. In this study, four major themes emerged to help respond to the research question: (a) principals recognize the importance of peer support, (b) principals rely on the support of assistant principals, (c) principals perceive a need for additional external support, and (d) principals express the need for mentoring, but more purposeful mentoring and with the right type of mentor. The findings confirmed that many of these supports are areas where principals perceived that these factors contributed to their leading the school or the lack of these factors has been a burden while being in the role. The working conditions of an urban alternative high school principal are different from that of a traditional school. [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.]