This qualitative study aimed to gain a deeper understanding of principal practice through the voices of principal talk gathered from principals through the lens of Motivating Language Theory (MLT). A qualitative methodology was utilized to gain a deeper understanding from eight principals -- four elementary and four middle level. Data were collected from semi-structured interviews based upon questions modified from Motivating Language Theory-based quantitative protocols. The data analysis was based on observed MLT patterns and open and axial coding leading to themes. The findings of this study provide a voice to the field of MLT and illustrate principal talk as a medium of administrative practice. The findings of this study were the importance principals placed upon the communication of expectations (direction-giving language), providing encouragement and praise (empathetic language), building school culture (meaning-making language and motivating language outcome), and stressing the importance of the principal-teacher interaction (motivating language) in their work. This study extends the field of Motivating Language Theory as well as extending the field of educational leadership and principal talk.