This case study examines the leadership practices of an effective versus an ineffective elementary school principal. The background of this case involves two fourth grade teachers, each teaching one of a set of identical twins. Discrepancies in teaching and grading practices result in one twin failing. The decision-making choices of the principal in working with a strongly engaged parent and a disgruntled team of teachers are reflected by a behavioral and leadership style that ultimately alienates the parent, teachers and central office personnel. Upon investigation, the principal finds that the failing grades do not appear to be well substantiated. The parent, the teachers, and central office are demanding action from the principal. Implications for practice suggests how administrators have a duty to supervise and monitor instruction regularly, thereby reducing inequities within the horizontal and vertical instructional delivery system of the school.