The purpose of this study was to gain a deeper understanding of the role of the public school superintendent as the primary instructional leader in a district, one who is charged with the responsibility of creating the conditions for excellence in teaching and learning. The primary research question was: What are the perceptions of a group of suburban superintendents in the Metrowest area of Massachusetts with regard to their role as the primary instructional leader in a district in creating and setting the conditions that promote excellence in the teaching and learning process? This qualitative study used an interpretive phenomenological analysis approach. The six study participants were all superintendents. Data were collected through face to face interviews conducted in the professional offices of each participant. The study identified themes including: the beliefs of the participants about teaching and learning; the connection and impact of these beliefs on the teaching and learning practices; the beliefs that influence decision-making; the superintendent as the responsible party for creating the conditions for excellence in teaching and learning; the successes and challenges in creating the conditions for excellence in teaching and learning; the desired changes in teaching and learning process; the desired changes to the role as the primary instructional leader in a district; and the structures, strategies, and practices used to effect success. Obstacles faced in the quest for excellence in teaching and learning were also noted. The study's findings suggest that the role of the superintendent is multi-faceted and must be driven by a clear vision for excellence and teaching. The superintendent must be able to build effective relationships with all stakeholders in order to advocate for the needs of students and the district. Implications for practice include the creation of a clear vision as a tool for school improvement efforts. A singular focus on the belief that all students can achieve is essential, and the many obstacles encountered must be addressed so that their achievement becomes a reality. Many of the obstacles cited come from sources outside of the schools and encompass the demographic, economic, political, and financial realities of each community. These factors come to bear on the superintendent's ability to create the conditions for excellence in teaching and learning. [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.]