Instructional leadership is the most important responsibility for principals and the most vulnerable students in need of productive instructional leadership are students of color with specific learning disabilities. Instructional leaders are challenged with creating supportive learning environments and school cultures that promotes the education for all students, more specifically students of color with specific learning disabilities. Concomitantly, productive instructional leaders are knowledgeable of evidence-based strategies and promote the use of such strategies by communicating with and supervising building staff members. The purpose of this multiple case study was to delve deeper into the descriptions of perceived instructional leadership practices for middle school students of color with specific learning disabilities in average selected schools in western Washington State. Middle schools were selected because of the percentage of students of color with specific learning disabilities in grades six through eight who achieved proficient scores on Washington State's math and reading assessment (Measurement of Student Progress) were amongst the lowest of all grades. Results from interviews with five administrators representing five middle schools in the selected school system indicated principals exhibited strong utilization of data; limited knowledge of special education policies and procedures, systemic disconnects, and moderate to strong understanding of best practice instructional strategies for middle school students of color with specific learning disabilities. Implications for future research are discussed. [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.]