To be effective instructional leaders, school administrators need an understanding of the specific educational and social issues of their students (Matthews & Crow, 2003). Migrant students are no exception. Without an understanding of migrant students and their unique needs, they may overlook critical accommodations or necessary practices that determine the difference between academic success and failure (Lopez, 2001). The purpose of this study was to determine if the specific needs of migrant students are being addressed through the courses principals must take to meet the Florida Consent Decree requirement of 60 hours of ESOL training. Using an on-line survey and additional interview, this study specifically addressed the following research questions: (1) What are principals' perceptions and beliefs regarding the educational needs of migrant students? (2) How does the training under the Consent Decree add to principals' awareness of migrant student issues? (3) What are the factors (characteristics of student population, principal characteristics, nature of Consent Decree training) associated with principals' perceptions and beliefs related to migrant students? While the principals surveyed in this study seemed to have a general awareness that the needs of migrant students vary from those of their non-migrant peers, they lacked specific knowledge about the circumstances of this sub-population. Since Florida is one of three states that serve over half of the nation's migrant population, it is imperative that instructional leaders in the Sunshine State are adequately prepared to ensure that the unique needs of migrant students are met. [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.]