This study extends existing research on content-specific leadership for mathematics and science and educational leadership preparation. Interview data from mathematics and science education faculty reveal that principals should know what questions to ask teachers about instruction, be able to identify high-quality mathematics and science teaching in classrooms, recognize specific considerations related to mathematics and science, and attend to equity in science and mathematics classrooms. Interview data suggest principals support mathematics and science by fostering a culture that values mathematics and science, providing resources, prioritizing depth in instruction, dedicating time for inquiry and exploration, and trusting and empowering teachers with expertise.