To discover the ways that superintendents describe their perceptions and beliefs regarding their roles as instructional leaders, researchers interviewed 81 California superintendents selected on the basis of continuing upward trends in student achievement in their districts over a 3-year period. The participants were divided into nine groups that addressed three major topics: (1) program quality; (2) principal recruitment and selection; and (3) assessment and accountability. In the area of program quality, superintendents see their duties as including the facilitation of curriculum/instructional plan development. In the second topic area, superintendents believe that one of their most crucial responsibilities is in establishing a strong support system for instructional leadership at school sites. For effective assessment and accountability, superintendents emphasize the need for a district management information system that provides quick access to student and school performance data. A practical framework for the superintendent's leadership role in school reform includes using symbolic leadership to create values, priorities, and beliefs. (40 references) (EJS)