While there is considerable evidence about the impact of instructional leadership on student outcomes, there is far less known about the leadership capabilities that are required to confidently engage in the practices involved. This article uses the limited available evidence, combined with relevant theoretical analyses, to propose a tentative model of the leadership capabilities required to engage in effective instructional leadership. Research is suggestive of the importance of three interrelated capabilities: (a) using deep leadership content knowledge to (b) solve complex school-based problems, while (c) building relational trust with staff, parents, and students. It is argued that there is considerable interdependence between these three capabilities, and fine-grained specification of each is less important than developing leadership frameworks, standards, and curricula that develop their skillful integration. (Contains 4 tables, 2 figures, and 4 footnotes.)