Research has shown principals have the second highest impact on student achievement, only surpassed by the level of instruction. This being the case, it is critical to have the most effective leaders serving in the principal role who are committed to continuing to grow and evolve to meet the needs of their students. This case study was designed to determine what central office supports are in place for principal development in a central Texas school district and identify recommendations for further action and study. Emerging research on central office supports for principal growth points to clear guidance on specific structures. Key themes in the research include the role of the principal supervisor, a focus on instructional leadership, principal collaboration, and job-embedded coaching. Through a mixed-methods approach, the researcher gained insights into the specific structures and perceptions of impact from the perspectives of principals as well as central office leaders in one school district. This study affirms several components found in the research around supporting principal development, specifically related to the role of the principal supervisor and clearly defined expectations. Further, this study highlights the impact of job-embedded coaching with a principal supervisor and illuminates the need for further research around principal collaboratives. [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.]