The purpose of the study was to examine the behaviors and actions of the administrative team as they work to grow the leadership team's capacity to improve the instruction culture using action research cycles. The challenges of building a positive school culture at the high school level are vast; however, building a culture specifically around instructional programming provides an equal, if not greater, challenge. Instructional leaders must hone in on specific behaviors and actions needed to develop teacher capacity to affect the instructional culture. The following thematic findings emerged from the study; 1) Collaborative feedback promotes instructional growth; 2) Modeling instructional strategies within professional learning encourages effective implementation; 3) Creating a sense of buy-in increases teacher engagement. The findings highlight that while effective instructional leadership is essential for building a culture of instruction, there is a need to deepen and develop those behaviors and actions necessary for building administrators to create a culture reflective of solid instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]