Using an embedded, single-case study design, the current study examined factors that make a teacher more likely to act upon feedback given about instruction. Specifically, the study explored the nature of the feedback process used to provide teachers with feedback about instruction, a principal's ability to connect a vision for improvement with feedback for improvement, and the influence a principal has in improving instruction through feedback. Data were gathered from 11 teachers and one principal from the same school through questionnaires, focus groups, individual interviews, and document analysis.Findings demonstrated that teachers prefer written feedback that is paired with observation data. Further, teachers are more likely to act upon feedback when the feedback is specific, doable, and has a balance of positive to corrective feedback that is tailored to their individual needs. This study also revealed how a principal closed the knowing-doing gap in her instructional leadership by developing her own instructional expertise and by implementing a plan for systematically monitoring teachers' instructional growth. A major contribution of the study was the conditions that emerged that made feedback actionable. Key conditions included investing in relationships, reciprocity of accountability and capacity, and coordinating layers of support for teachers and principals. These findings bring to light that relational trust and accountability are not mutually exclusive and that effective school leaders prioritize both for school improvement. [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.]