Research has been conducted on instructional leadership and the importance of instructional leadership, yet minimal research has been conducted on instructional leadership training models and principal perceptions on the impact of instructional leadership training on low performing schools. The problem addressed in this study was the current program of instruction in university principal preparation programs does not prepare principals to be effective instructional leaders, which has a negative impact on teaching and learning. The purpose of this qualitative case study was to identify strategies to improve principal preparation and understand how the district's instructional leadership training prepared principals to influence teachers' instructional skills and students' academic success. The population for this study is elementary and middle school principals in public schools of a low-performing county located in southeastern North Carolina. The theoretical framework for this study is social constructivism. Principals employ this framework through coaching of teachers on instructional strategies to support student success. A qualitative case study method and design were chosen for this research. Research questions focused on principal perceptions of university principal preparation programs to prepare them to be instructional leaders and how the districts instructional training model prepared them to influence teachers' instructional skills and students' academic success. Data were collected using semi-structured interviews and analyzed using NVivo software for thematic analysis. Findings indicated that principals perceived the university principal preparation program should train aspiring principals to break down data, coach teachers and improve instructional strategies of teachers. This study is important to the university principal preparation program practice since it highlights real-world practices that the UPPPs should train aspiring principals on in order to increase their instructional leadership skills. Future research recommendations could be a replication study that includes schools that are not low performing to determine if there are different themes that arise.[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.]