Reading instruction has always faced a high-stakes battle between supporters of opposing methods for teaching a child to read. Many of the debates center on early reading instruction. Principals play a vital role in the reading programs at their schools. Therefore, this qualitative study, using a single-case study design to inquiry, aimed to explore the knowledge and perceptions of elementary school principals facilitating their role in the development, implementation, and continuation of effective early reading instruction. Additionally, the study examined elementary principals as instructional leaders in reading. To investigate this impact, ten to fifteen principals were sampled through a purposive, criterion-based method. The criteria for this study was that the participants must be principals who oversee reading instruction in grades K-3 in the Mid-Atlantic region of the United States. Data for this research was collected through an early literacy knowledge survey, semi-structured one-on-one interviews, and focus groups. A thematic analysis through a case study approach was used to analyze the data, and the research was coded and categorized to identify emerging themes. This study was rooted in two theoretical frameworks: Gough and Tunmer's (1986) Simple View of Reading and Hallinger and Murphy's (1985) model of instructional leadership. The research thoroughly investigated principals' impact on reading instruction through their instructional leadership and exposed the researcher to success stories or barriers to sustaining effective instruction. The insight gained from this study assisted in understanding the lived experiences of principals who face the tremendous demand to meet reading acquisition for all students. [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.]