Technology is a powerful tool with incredible potential for altering established forms of pedagogy. The school principal is the key factor affecting the successful integration of technology. The purpose of this study was to identify the leadership styles practiced by school principals who are implementing instructional technology in their respective schools. A qualitative comparative multiple-case study design was conducted to collect data from multiple sources including: (a) observations, (b) open-ended interviews, (c) artifact analysis, and (d) The Principal Instructional Management Rating Scale. The sample was comprised of six elementary school principals employed by a large suburban-school district in Maryland. The theoretical framework guiding the study is the role of twenty-first century instructional leaders as change agents who ensure the successful integration of instructional technology across the curriculum to increase student achievement. The findings underscored the need for professional development to guide principals in the integration of technology within their respective schools. Additionally, the following notable characteristics aligned to the research problem were identified by participants: (a) lack of a common shared vision, mission, and goals focused on technology integration, (b) establishment of two levels of vision (principal's personal vision, school's collective vision, (c) planned actions steps aligned to instructional technology goals, (d) collaborative teaming to enhance the integration of technology into daily instruction, and (e) implementation of differentiated professional development. Recommendations were provided at the school, district, and state levels to support elementary school principals in transforming their role as technology leaders. For example, at the school level principals should actively involve multiple stakeholders to develop and implement plans that integrate instructional technology into instruction. As well, district level administrators should define and articulate the responsibilities of school principals as technology leaders and provide professional development opportunities. Ultimately, state level administrators should communicate with local colleges and universities to explore the inclusion of a technology requirement for the recertification of school administrators. The results indicate the need for additional inquiry that includes an array of instructional leaders within the school system in order to ascertain the role of principals as technology leaders to ensure the integration of twenty-first century skills. [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.]