A study was made of nine elementary school principals involved in implementing a curriculum innovation in their schools. The goal of this research was to determine what principals actually do on a day-to-day basis in their role as facilitators of change in their schools and to learn if there was a difference in the effectiveness of their actions in terms of changes they were engaged in. This year-long study, the Principal-Teacher Interaction (PTI) study, looked at the intervention behaviors, those actions influencing the change process, taken by principals and others to facilitate the changes occurring in their schools. This article reports some of the major PTI study findings regarding leadership for change. It also provides examples of what principals do to facilitate change, and concludes with some suggestions for practitioners that are based on the findings. A list is provided of the characteristics of effective leaders for change. (JO)