This report is based on a study that examined the effect of changing principals during a restructuring process. Data were collected at two rural elementary schools in a midsouthern state that had participated in the Accelerated Schools Project. The project's effectiveness was threatened by frequent principal succession at both schools. The schools were in different districts: one school included grades 3 through 6, and the other, pre-K through second. An interview protocol of 10 items explored teachers' perceptions regarding the characteristics of the school prior to initiation of the accelerated schools process, and the effects that principal succession had on the process, including teacher leadership. A protocol of five items guided the principal interviews and investigated principals' perceptions about coming to a school already involved in a restructuring process, including what they found to be particularly easy and difficult about assuming the principalship at a school where teachers had been trained in leadership roles. The results suggest that strong teacher leadership can mitigate the effects of a bad fit, at least for a short time. At neither school did changes in principals destroy the restructuring process. However, a strong match between the principal and the school's culture is of utmost importance. (Contains 15 references.) (RJM)