Purpose: This study explored principals' leadership actions from three leadership frameworks, instructional, socio-cultural and cultural-psychological, to understand how each contributes to influencing teachers' work and learning opportunities for Hispanic English learners. Design/methodology/approach: The research was conducted as a case study, using multiple data sources, of two principals whose Hispanic students were successfully transitioning into English fluency. Findings: The data indicated that each leadership approach contributed to teacher expertise and engagement with students. Principals acted in culturally responsive ways, focusing on both teacher and student strengths, and promoting a growth mindset culture. Research limitations/implications: Although the study identified principal practices that supported teachers to more effectively educate Hispanic English learners, larger scale studies are needed to demonstrate a cause/effect relationship between actions and student learning. Practical implications: Strengths-based and growth mindset leadership beliefs and skills, if cultivated, can effectively interact with instructional and socio-cultural leadership skills to build a robust learning environment that influences positive student outcomes. Originality/value: This case study lays the conceptual groundwork for future studies involving more extensive samplings of schools and principals.