Today's principals must have knowledge of content area standards and be involved in curriculum planning and pacing. They assign strong master teachers as mentors to new teachers. They are involved in what's happening in their classrooms and practice ongoing assessment of the classroom teaching, focusing on improving student learning. Today's principal is the instructional leader of the school and sets the tone and expectations for teaching and learning. In this role, the principal can make or break the library program. Numerous studies completed in various states show that strong library programs contribute to student achievement. Student learning is higher in schools in which the library is adequately funded and appropriately staffed and the library media specialist takes an active role in instruction. The principal is a key player, perhaps the key player, in library media programs that make a difference. This article discusses this key factor which is the basis for three important questions: (1) How does the principal support the library media specialist's ability to contribute to teaching and learning?; (2) Where does the principal's perception of the library media specialist's job originate?; and (3) What exactly does the principal expect from the library media specialist instructionally?