This study measures performance frequency of leadership tasks of approximately 20 percent of Colorado's principals. Principals most experienced do not differ from others on the frequency assessment scale, yet spend more time on instructional leadership activities, which range from teacher support (professional growth opportunities, rewards) and classroom observation (traditional principal-teacher, as well as teacher-teacher and teacher-principal), to school climate programs and clinical supervision strategies. Results show no real difference in performance frequency among principals at various grade levels. Experience and gender likewise have no influence. At the same time, more time is reported spent on instructional leadership by very experienced principals (17-plus years). Both elementary and secondary principals use facilitative strategies as a primary means of instructional improvement. Finally, whether one is assigned to the elementary or secondary level has no bearing on leadership role assumption. (KS)