Two major education system reforms were introduced by Israel's government in collaboration with the teachers' unions. These reforms redefine principals' and teachers' roles, increasing teachers' work hours, and the scope of their work. School principals absent from the reform negotiations, are expected to apply the reform, although their work conditions were harmed. This research examines how principals cope with those reforms, and why they sometimes apply them in ways that seem to contradict their interests? Semi-structured interviews with 30 school principals, and 10 schoolteachers, indicated that the reforms have encumbered school principals' complex tasks. They have little time or ability to thoroughly apply the reforms, responding to multiple stakeholders, political pressures, the exam regime, human resource management, etc. They often ignore policy directives, delegating authority to others, refrain from using certain resources provided by the reforms and allow internal forces to lead, while remaining uninvolved. Conclusions are presented.