A gap in research existed regarding whether effective system support between superintendent and principal would positively impact a school's academic success rate. The purpose of this qualitative, phenomenological study was to explore the lived experiences of principals in order to understand if their perception of superintendent instructional support contributed to increased school-wide continuous improvement and student progress. Interviews with principals were thematically analyzed in order to answer the research questions which drove this study. Five major themes emerged from these analyses. The themes were: (1) Lack of superintendent understanding of a principal's school-wide programmatic needs; (2) The impact on superintendent's leadership style on school performance; (3) Inconsistent follow through to principal's need for school resources; (4) Need for building a professional community for principals within the district; and (5) Need for superintendent's targeted support to principal specific needs. The findings of the study are useful in the practice of school leadership as it focuses on educational leaders, superintendents and principals. The findings of the study may provide basis for principals and superintendents to make school-wide programmatic needs checklist, a rubric that assess the impact of superintendent's leadership style on school performance, an ongoing follow through of principal's need for school resources, a strategic plan for the principals to build professional community, and tailored targeted support for principals. There is extensive research on school leadership, but the majority of the studies focus on the leadership of principals and ways for them to be effective leaders. This contributed to the literature on school leadership because it highlights the ways principals can be supported and the role of superintendents in schools. The information in this study can be used for further research about school leadership and its impact to individuals involved. [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.]