Despite over forty years of research on theories of educational change, little is known of the change theories-in-use of school-based administrators, often tasked with implementing externally imposed reform mandates. Capitalizing on the unique case of post-Katrina schooling, this qualitative study examines the ways in which ten principals spoke about leading change in their schools. In a city where the district has been almost wholly decentralized, these principals are not implementing changes decided upon by superiors, but have significant autonomy in their choice of change goals and change processes. Despite rarely finding unitary theories of change in the words of New Orleans' school leaders, six "principles" of leading change were identified: "collaboration," "community connections," "generating public support," "meeting student needs," "setting goals and meeting them," and "improving instruction." Conclusions are drawn about leading change at the school-site level, and implications for leader preparation and support are also included.