Instructional leadership was recognized as a pivotal function of principals who achieve promising school improvement outcomes. This study explored the role identity of instructional leaders, looking for the four components of role identity: ontological and epistemological beliefs, purpose and goals, self-perceptions and self-definitions, and perceived action possibilities. Study participants were 37 Israeli principals. Qualitative data were collected through semi-structured interviews. Data analysis included a two-step coding process. Findings indicated that the role identity of instructional leaders consists of two main elements -- "attribution of importance" and "sense of competence," related to two areas -- "instruction and instructional leadership."