The latest national educational policy in the People's Republic of China calls for comprehensive educational reforms aimed at building the foundation for a modern learning society throughout China over the next 10 years. This research examines school leaders' efforts to implement school improvement initiatives that directly respond to the policy's focus on expanding school-level autonomy regarding leadership practices, curriculum development, student learning opportunities, parental involvement, and community relations. The goal of the research was to learn about the change management and leadership strategies that recent alumni from a graduate-level educational leadership program found to be most helpful in implementing new school-based initiatives relevant to educational reform. The study employed a photo narrative methodology to assist participants in expressing their perspectives about their experiences working as school administrators implementing educational reforms. Other data gathering methods included think-aloud protocols, free-writing sessions, school visits, and focus group discussions. Key themes related to the role of the principal in developing the conditions of success that lead to effective and meaningful policy implementation related to school improvement are reported. As well, the implications for the design of graduate-level leadership programs focusing on school improvement are explored.