Despite national statistics that suggest declining African American and Latino student achievement, few schools accept the challenge of educating the neediest students, and even fewer succeed. This phenomenological study examined the experiences of and strategies employed by three principals of urban schools that effectively educate traditionally underserved students. Contrary to instructional leadership practices, these principals limited opportunities for teachers to share in the decision-making process regarding school operation and leadership, instead expecting teachers to concentrate on classroom instruction as the priority. Additionally, these principals focused and nurtured teachers' personal and professional characteristics to enhance the quality of instruction at their particular schools. (Contains 2 tables and 1 note.)