The purpose of this study was to explore the literacy instructional leadership behaviors of principals in two high poverty elementary schools in North Carolina who have experienced success with student growth in reading achievement over a three year period. This was a qualitative exploratory multiple case study. Data was gathered from 21 interviews that included central office personnel, principals, an assistant principal, a district coach, Title One teachers and regular classroom teachers. The key findings of this study revealed that these principals utilized a Professional Learning Community and Response to Intervention structure within their schools, using data effectively to identify areas of needed improvement for students and teachers. The principals exhibited content and pedagogy knowledge that enabled them to have meaningful discussions with their teachers. Within this structure, there was a clear focus on students and a sense of urgency. High expectations were clear for students and teachers within a climate representing established relationships. The principals actively participated in on-going professional development with their faculty and staff. These two cases also had the added benefits of district support and low staff turnover. The districts and principals alike made use of shared leadership. The teachers were empowered to be leaders within the school and to try new strategies. Two distinguishing traits of the principals were that of humility by constantly "shining the light of praise" back on their staff for the success of the schools and in utilizing resources with intestinal fortitude when it was in the best interests of students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]