This paper focuses on the administrative support needed to establish a Reading Recovery program that works effectively at school and district levels. It first establishes three important ideas for Reading Recovery to work: leadership is required; change cannot be accomplished in one or two years; and program effectiveness is dependent upon the effectiveness of the educational program in general and the climate and coherence of programs at individual schools. The paper then discusses administrative leadership and support; Reading Recovery program efficiency; using data to monitor effectiveness; the importance of strong classroom programs; additional support for children at risk; and the formation of school teams. It concludes that the role of the school principal is critical in implementing and monitoring a comprehensive plan for literacy improvement. (RS)