Principals can easily observe when a class is engaged in learning. Engaged students are learning because the content or activity feels "relevant" and "interesting," and they're achieving "success" in whatever they're doing. These three factors of engagement don't happen by chance. It happens when talented teachers help students understand the importance of what they're learning and why it's relevant to them. How can principals assist in this effort? This article identifies two tasks connected to student engagement. First, principals must help their teachers see the value of this engagement, and must give them the autonomy and resources to create it in their classrooms. The second task is to make sure that teachers are also engaged in their learning. The focus on student learning is not enough, also to be considered is whether professional development efforts, teacher evaluations, and goal-setting processes are leading to engaged faculty learning, using the same criteria of relevance, interest, and success. Principals can help teachers to succeed. They do this by differentiating on the basis of teachers' levels of expertise and their interests by their observation and evaluation of teachers and the goals expected of them. If teachers are engaged in their learning, their classrooms will be places where students achieve, push themselves, and experience joyful learning.