Purpose: We analyse the practices of distributed leadership exercised by principals in two Spanish primary schools. We provide evidence in this area. The study is framed in the Spanish context, in which autonomy is limited and the trend from the administration is the promotion of a distributed leadership model. Design/methodology/approach: We carried out a multi-case study using interviews and shadowing sessions with the principals, observation records of meetings and interviews with other non-formal leaders from each school. The qualitative analysis identified actions and limitations that reflect the leadership exercised by the management. Findings: The outcomes reflect the remarkable role of executive action and the preeminence of formal and bureaucratic components in the development of distributed leadership. Likewise, the difficulties derived from its implementation allow us to conclude that leadership is caught between a bureaucratic supervision that conditions its development and certain attempts and initiatives, not fully resolved, to move towards a collective leadership that incorporates other members of the school. Originality/value: Lies in the methodological approach employed. And in the use of instruments that have required researchers' constant and prolonged presence in schools. In the cases studied, collaboration and interactions are gradually building new forms of leadership. Principals are becoming aware of their role and how to improve their schools by giving their teachers greater autonomy and prominence, gradually contributing to the development of collective leadership. The need to change bureaucratic structures, furthering interactions and diverting attention to other non-formal leaders, is reinforced.