Eight case studies representing valid and extensive reading research were reviewed to determine the impact of school principals on student reading achievement. In all eight studies, principal leadership behavior was positively associated with reading achievement and school outcomes. Evidence indicated that reading effectiveness was enhanced by principals who (1) create a safe, orderly school environment conducive to learning; (2) showed a high degree of program involvement; (3) established clear learning goals; (4) encouraged a high level of expectation of student achievement; and (5) used performance data both to evaluate student skills and to measure the strengths and weaknesses of the reading curriculum. (MM)