A problem existed among middle school principals in that they appeared to inconsistently apply instructional leadership practices while supporting their teachers teaching students with learning disabilities. How the principals perceived these inconsistencies and the possible effects on practice was not fully understood. The purpose of this study was to understand the perceptions of middle school principals regarding their instructional leadership practices to consistently support teachers who teach students with learning disabilities. The conceptual framework comprised the instructional leadership theory of Murphy, Hallinger, Weil, and Mitman. The research question addressed the perceptions of middle school principals regarding their instructional leadership practices to consistently support teachers who teach students with learning disabilities. Purposive sampling was used to select the participants for this basic qualitative research study. The participants were 12 middle school principals and assistant principals from a local school district. The data were collected using interviews conducted via Zoom and Microsoft Forms. The data were analyzed using thematic analysis for emergent themes. The themes were collaboration, modeling, balanced literacy interventions, and professional learning communities. All 12 participants agreed that professional learning was a key recommendation for the consistency of their instructional leadership practices. The implications for positive social change include the use of the themes for middle school principals to better support teachers of students with learning disabilities. [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.]