Using a mixed-method design, this study examined principal and teacher perceptions of change in 10 low-performing schools. Survey data from principals and teachers were used to ascertain the extent of perceived improvements made in specific areas noted in case studies of other low-performing schools that increased student achievement. A second purpose was to compare perceived changes with overall student achievement in the 10 schools in the sample. Overall, teachers' ratings of improvement were lower than the principals' ratings. No statistical relationship was found between teachers' ratings of change and student achievement. The findings from this study illuminate the differences in perception of changes by principals and teachers and the absence of a relationship between these perceptions and actual improvements in student achievement. Principals concerned about improving achievement must recognize the need to not only develop a vision for learning but also to articulate, implement, and monitor that vision. (Contains 3 tables.)