Improving student achievement in math and science has become a priority in the United States. As instructional leaders, principals can influence instruction in these vital subjects by working with classroom teachers to improve their instruction. Surprisingly, the research about the principal's role in supporting instruction in these subjects is limited, as is research related to principal preparation for content-specific instructional leadership. In this article, we draw from existing research to present three programmatic alternatives to existing preparation programs. These alternatives aim to strengthen preparation for content-specific instructional leadership in math and science. (Contains 2 tables.)