This phenomenological study investigated the perceptions of Arizona school superintendents in their capacity as instructional leaders. The study bridges the gap in comprehending the experiences and perspectives of superintendents in Arizona schools. The study's findings identified the beliefs in teaching and learning, the challenges and barriers they faced, and the strategies and practices they employed to ensure that instructional leadership remained a priority. The research from this study provides valuable insights to current and future superintendents who aspire to be effective instructional leaders. They could learn about potential challenges and discover valuable strategies and practices. The study interviewed eight Arizona school superintendents representing suburban and urban school districts. The superintendents held their current position for at least three years during the 2023-2024 school year. The data were analyzed and coded to establish themes related to their perceptions of their role as instructional leaders in their district. The central question regarding their perceptions of their role as instructional leaders had four themes: beliefs about teaching and learning, instructional leadership, effective communication, and the importance of trust. Research question 1 delved into the challenges and barriers that superintendents encountered, and the themes that emerged were resistance to change, external pressures, time management, and governing board relations. Research question 2 explored the strategies and practices that superintendents employed to promote instructional leadership, and the following themes emerged: effective teams, observation and feedback, data analysis, and professional development. [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.]