Background: Many school principals face challenges in carrying out effective leadership in managing schools, which impacts teachers' creativity in teaching and student learning achievement. Research on the efforts of school principals in improving students' reading ability in elementary schools is still limited. Therefore, this study specifically aims to explore the leadership practices of principals in elementary schools in Indonesia that have successfully shown significant improvements in the reading ability of lower-grade students. Materials/methods: The case study method was carried out through structured interviews and document studies on 6 learning facilitators (Fasda) who have assisted 11 elementary schools in Bima Regency, West Nusa Tenggara Province, Indonesia. The interview was conducted to explore information about the facilitator's experience in accompanying the principal, which had an impact on improving students' reading ability in the lower grades. The data were analysed using thematic analysis and descriptive statistics. Results: The study results show that school principals have done many things to improve the reading ability of low-grade students, such as adjusting school policies and innovations, collaborating with various parties, conducting teacher training on learning methods, and allocating special funds to improve teacher resources and learning spaces. Conclusion: This research shows that school principals' leadership has a central role in improving the quality of student learning and literacy. The principal succeeded in formulating strategic policies through the formation of literacy teams, classroom innovation, and collaboration with various parties. This policy creates a learning ecosystem that supports the development of teachers' teaching skills and students' reading skills.