The principal’s role in the school is a complex one, a role that has many duties andresponsibilities. One role is being an instructional leader to help the teachers improve theirteaching. Improved teaching will result in higher student achievement. The principal, asleader, is key in creating a school environment in which instructional leadership can thrive.The purpose of this study was to explain and describe the differences in a principal’sand four teachers’ perceptions and understandings of instructional leadership andsupervision. In the literature review of Blasé and Blasé, Glanz, McEwan, Andrews andSoders, Quinn, and Hallinger and Heck, to name a few, I examined two focal areas:instructional leadership and supervision. The first area I examined was reasons for the lack of principal instructional leadership. I described the historical context, purpose, function, andpersonal qualities required for instructional leadership. Then, I discussed the negative andpositive impacts that the implementation of instructional leadership may have on teachers.The second area I explored was the concept of supervision and, based on instructionalsupervision literature, I examined two core concepts that emerged: staff development andreflection. My conceptual framework for instructional leadership was based primarily on theworks of Blasé and Blasé and Glanz and was centred on supervision, staff development, andreflection.For the case study I used questionnaires and interviews conducted with the principalfrom Colourful School, along with two teachers from the primary grades and two teachersfrom the elementary grades. I collected data from the questionnaires and interviews of theprincipal and the four teachers I analyzed, and aggregated to examine the respondents’differences in perceptions on instructional leadership and supervision.