Every school in Nebraska has a mission statement, but how principals use them in their daily practices is unclear. The purpose of this study was to explore the utilization of mission statements by Nebraska public school principals to lead, manage, and improve their schools. A multicase study methodology, grounded in the cross-case analysis, utilized semi-structured interviews, site observations, and examination of current documents and artifacts to develop a generalized understanding of principal practices as identified by the Nebraska Department of Education's "Teacher and Principal Performance Framework" (2017). Twelve public school principals from across Nebraska were selected based on the grade-levels they serve and their district's mission statement. Interviews were transcribed and then analyzed through first- and second-cycle coding methods. Upon completion of the within-case analysis, cross-case analysis was performed to explore and uncover any patterns and trends in the principals' practices. Participating principals generally relied on their visions for teaching and learning, their personal philosophies, and their belief in "doing what's best for kids" to lead, manage, and improve their schools. Three of the twelve principals provided insight into practices and approaches driven by a mission statement. Their actions demonstrate that mission-driven school leadership is possible. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]