Principals manage schools, ensuring that nothing interrupts business as usual. They spend little time on instruction. A good principal is the one who works in a high-achieving school that has no significant management problems. Districts celebrate improved student results by recognizing an outstanding crop of students, rarely pointing to the quality of teaching in a school. Before accountability reached Tucson Unified School District (TUSD) in Arizona in 2003, it embodied this image. In 2000, TUSD's leadership set ambitious five-year goals for the district but failed to develop a blueprint for achieving those goals. Frustrated by the lack of progress towards the goals in three years, the district designed a plan of action in 2003 that focused on school-level interventions that would improve student achievements. This article describes the significant piece of that new action plan which was targeted professional learning for principals to support those interventions.