High school students continue to struggle in algebra, especially in large inner-city schools with underprivileged students. Students are not the only ones skirmishing with algebra. Teachers and school leaders are just as frustrated as they search for answers to complex teaching and learning problems. Two high school principals report the results of action research they gleaned from visitations to successful high schools similar to their own in demographics in order to raise proficiency levels in mathematics in their own schools. Among the results include the focused and empowered leadership of department chairs and specific instructional pedagogies that are fostered and shared among teachers and mathematics coaches. (Contains 1 note.)