This study investigates the leadership strategies of successful principals. Previous research has indicated that principals who are successful engage in multiple practices to meet the needs of changing educational settings. For example, the "International Successful School Principal Project" (ISSPP) identified a core set of basic leadership practices that fall into five categories. Setting directions includes visioning, fostering the acceptance of group goals and having high performance expectations. Understanding and developing people means providing individualized support and intellectual stimulation besides serving as a role model. Redesigning the organization emphasizes both creating collaborative cultures and supportive structures. Managing the teaching and learning program involves planning and supervising instruction, providing instructional support, and monitoring the school's progress. Finally, coalition building includes establishing relations with district staff and community groups (Day & Leithwood, 2007). This article presents research that identifies the leadership strategies of a successful principal in Sweden and examines those against the ISSPP's leadership practices. It should be noted that, while these practices have value in almost all educational contexts, they may have to be adapted to local circumstances (Leithwood, 2005). The identified strategies are analyzed first from the perspective of Swedish principals being held accountable for both financial matters and for teachers/student performances. Then the strategies are analyzed against the obligation of Swedish principals to instill democratic values and provide democratic leadership. The author concludes with the essential question of the study: Do the leadership strategies of a successful principal reflect the values of democracy as the basis of Swedish education and leadership?