To influence student achievement and improve learning outcomes, building leaders are expected to exercise key elements of instructional leadership. School leaders experience barriers to engaging in efforts to increase teacher effectiveness and guide instructional improvement, due to the demands on their time as they balance the operational, managerial, supervisory aspects of their position (Marzano, 2015; Strong et al., 2008). This qualitative study examined Principal perceptions of their roles as instructional leaders, identified potential barriers, and delineated district practices that supported the growth and development of Principals as the learning leaders within their buildings. This study also sought to identify strategies used and actions taken by central office administrators to collaborate with building leaders to improve teaching and learning and the rationale for the actions taken to support instructional leadership across the district. The data for this research project was collected through interviews with 18 district and school level leaders within four Connecticut districts. Each Superintendent identified Principals and Assistant Principals who demonstrated skills associated with instructional leadership. This study builds upon existing research by exploring Principals' perceptions of their instructional leadership behaviors and district supports that enable growth and development as a leader of teaching and learning. This research will be beneficial to policy makers, district leaders, and Principals statewide as it identifies key practices Principals believe influence the establishment of strong learning climates which prioritizes instructional guidance. The findings of this study reveal that when Central Office leaders prioritize strategies aligned with providing time for supports to focus directly on instruction and time for members to meet in professional learning communities, those strategies were the most positively impactful on their instructional leadership practices. [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.]