The purpose of this embedded-descriptive single-case study was to inform prekindergarten principals of an instructional leader's efforts to build teacher capacity in foundational skills of executive function, fine motor integration skills, and associated challenges of laterality of hand and eye dominance. Despite Texas Education Agency's (TEA) mandates that instructional leaders target professional development to meet individual students' needs (District-Level Planning and Decision-Making, 2017; Principal Certificate, 2018) children are entering kindergarten without essential skills (TEA, 2017). The findings of this study offered insight into an instructional leader's efforts to build prekindergarten teacher capacity in foundational skills. The research method of embedded-descriptive single-case study allowed the researcher to focus on multiple sources of evidence collected for the study through document review, interviews, and direct observations. [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.]