Past research has correlated differential curriculum implementation outcomes at the classroom level with the actions of the key change facilitator at the school level: the principal. Accordingly, this paper reports the results of a study of three change facilitator styles among principals: responders, managers, and initiators. Working definitions of these three styles are reviewed; the methodology and sample selection of principals for the study are briefly described; and two schemata for collecting and analyzing principals' actions are presented: a taxonomy of interventions (policy, game plan, game plan component, strategy, tactic, and incident) and an anatomy of interventions (sublevels, sources, targets, functions, medium flow, and location). An unexpected finding about the importance of a "second change facilitator" is reported, followed by a presentation of three "images" of principals in implementation: one responder, one manager, and one initiator. Finally, the significance of the three styles in terms of implementation success at the teacher and classroom level is discussed. References are included. (TE)