The content of a humanities course allows students to understand other philosophies, cultures, and values different from their own. The problem is that although the literature indicates the many benefits of completing a humanities course, the prioritization of academic performance in core courses such as reading, math, and science, coupled with the high financial burden associated with humanities courses, results in the restriction or removal of humanities courses from a school's master schedule. The gap in literature disclosed that studies are needed to explore the strategies that can help develop humanities education so that the benefits of humanities curricula can be seen in society. The purpose of this basic qualitative study was to explore the leadership strategies middle and high school principals employ to support the implementation of humanities courses. Middle and high school principals were interviewed, and the data was analyzed using the thematic analysis approach, which allowed for an in-depth analysis to understand and answer the research question: What leadership strategies do middle and high school principals employ to support the implementation of humanities courses in schools? The theoretical framework for the study was instructional leadership. Eleven principals participated in the study: five public high school principals and six middle school principals. All principals had been at their current school for at least one year, with their school earning an A or B for the last two consecutive years based on the state's ranking system, and their school offered humanities courses that align with the definition of humanities provided by the National Foundation on the Arts and the Humanities Act of 1965 and the state's Department of Education that go beyond band, chorus, and language arts that most schools in the state offer. The findings of this basic qualitative study revealed strategies that middle and high school principals employ to support the implementation of humanities courses. The strategies were categorized by the following five themes: communication and working together, effective planning, managing the instructional program, promoting a positive school-learning climate, and humanities help develop the whole child. Future studies should include a larger population and participants who successfully implement humanities courses at schools that have not earned an A or B for the last two consecutive years based on the state's ranking system. [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.]