To better understand how school principals can provide instructional leadership appropriate for English language learners (ELLs) with disabilities, the study described in this report examined how principals of successful schools translated information to teachers on designing accessible standards-based instruction for ELLs with disabilities. The intent of the study was to highlight promising practices that might be studied further, as well as to identify areas where principals may need additional support in providing instructional leadership for their teachers. The Principal Interview Protocol is appended. (Contains 8 tables and 3 figures.) [The "Building and Verifying Effective Instruction through Consensus for English Language Learners with Disabilities" project is supported by a grant from the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education.]