When each new school year begins, young teachers arrive anxious they have not had adequate training to implement new instructional programs. Seasoned teachers are irritated they must adapt their teaching style yet again to meet administrators' expectations, and many administrators are daunted by the responsibility of motivating staff members, ensuring new programs are effective and ultimately improving student test scores. How have successful school leaders risen to these challenges? How have they selected the instructional programs they have implemented and how did they garner necessary faculty support for the adopted innovations? What instructional leadership styles lead to higher standardized achievement test scores for struggling students? The authors of this article reviewed current literature, which revealed many examples of school leaders who adopted new programs that actually improved low achieving students' standardized achievement test scores. Reaching that goal represented successful instructional leadership; however, after extensive interviews with those supervisors, the authors realized their leadership styles differed dramatically.