As long as the job of principal remains as complex and undoable as it is currently, and as long as either teaching faculties or local school boards pressure an innovative principal until that principal chooses to leave, true innovation will be an uphill challenge. But stably building leadership alone is not enough. A principal who stays must be able to not only manage skillfully the day-to-day emergencies and the political pressures but also must be competent enough to be accepted as a true instructional leader. The specific competencies required to guide the successful reform of science with the outcome of improved teaching practice and student achievement are outlined in this chapter.