Instructional leadership teams (ILTs) advance school improvement by building the capacity of school-based leaders to lead improvement work. The role of central office administrators, and particularly of principal supervisors, supporting the learning and development of ILTs, however, is relatively unknown. This mixed methods study explored the degree and focus of principal supervisors' interactions with ILTs in high needs schools and considered whether these interactions are related to the ILT members' perceptions of the leadership and organizational conditions for school improvement. Findings revealed that a greater degree of interaction between the principal supervisor and the ILT was related to more positive perceptions of the school's leadership and organizational conditions for improvement. Further, principal supervisors' interactions with ILTs largely fell within the constructs of leadership for learning, professional development, and support for teams. These findings have implications for principal supervisor preparation and expectations for how supervisors enact and fulfill their roles.