Although claiming leadership to be critical to school improvement, few studies seek the informative voice of principals regarding their understandings of roles and sources of leadership. Using a distributed perspective as a theoretical lens to reconceptualize leadership, this article explores principals' perspectives of leadership in relation to their roles as defined by legislation and policy. By examining the primary merits and limitations of Spillane's (2006) distributed framework, consideration is given to persistent issues yielding implications for the practice and study of educational leadership. Lastly, I urge further investigation into the extent to which distributed forms of leadership may contribute to school improvement. (Contains 1 footnote.)