The purpose of this qualitative study was to examine the journey of a suburban middle level principal, as she led a school through an educational change process. This was a single case study design involving the school leader as principal participant, and the researcher as participant observer. The theoretical model that was developed for this study was based on the leadership frameworks of Fullan (2008), which outlines the 6 Secrets of Change, and Capper and Frattura (2009), suggesting specific actions; including: (a) implementing the delivery of a new reading curriculum, (b) establishing a continuum of services to respond more flexibly to students' needs, and (c) embedding the use of data-informed decision making; that a leader can implement within the context of the school environment. The theoretical model suggests a dynamic relationship between the concepts, or secrets, and leadership actions. The findings in this study are in line with the insights, suggested by Fullan, that the first 4 secrets--loving your employees, building capacity, connecting peers with purpose, and learning in the context of the work environment--set the stage for secrets 5 and 6, transparency rules and systems learn, respectively. The main conclusion was that the actions of establishing a continuum of services and implementing a new reading curriculum aligned most readily with the first 4 secrets, while the action of embedding data-informed decision making into daily practices failed to align with any of the secrets. [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.]