Mental models are described and discussed as a means of communicating the underlying aspects of instructional leadership. An empirical study identifying the mental models of instructional leadership held by three urban elementary school principals at different stages in their careers was used to support the thesis. Using a collective case study design, the similarities and differences in mental models of a novice principal and two experienced principals, one of whom was an award winning principal, were examined. The results demonstrated differing levels of integration as well as variation regarding the conceptualization of instructional leadership. This study underscored the usefulness of the mental model concept in discussing instructional leadership.