Background and Purpose: Distributed leadership is about practice rather than people and formal roles. Although there is no unanimous agreement on a definition of the term, Tian et al. (2016) identify two schools of research around distributed leadership: (a) the descriptive-analytical paradigm and (b) the prescriptive-normative paradigm, which examines the practical applications of distributed leadership. This study utilized the latter paradigm, seeking to expand upon distributed leadership practices currently employed in Ontario schools. Research Design: In this study, 49 principals across four school districts in Ontario, Canada were invited to share how they enact distributed leadership strategies in their schools, using a modified Delphi method. Their responses over three iterations of the Delphi method were then compared to existing research on distributed leadership, and similarities and differences were examined. Findings: The principals' responses demonstrated a decidedly hands-on focus, but overall the responses agreed with existing research; exceptions are identified and discussed. Conclusion: This study adds to the literature on distributed leadership in practice, and provides suggestions for future research in this area as well as examples of distributed leadership practices that have been successfully employed in schools, and a framework for evaluating other potential distributed leadership initiatives.