This study was designed to examine principals' perceptions of their roles as curriculum leaders in elementary schools. This study employs a qualitative design with a direct personal interview technique to collect data. Principals from thirty-six elementary schools from five school districts in the Atlanta metropolitan area participated in the study. The research instrument was researcher-constructed concerning the current literature on school curriculum leadership, categories of curriculum development, organization, implementation, evaluation, and improvement, and coded principals' responses. Emerging themes and recurring patterns of principals' responses were observed. The findings of this study showed that principals' perceptions of their curriculum leadership roles had more in common than differences in curriculum development, organization, implementation, evaluation, and improvement categories.