Studies have shown that principals are essential in successfully implementing large-scale policy reforms in schools. However, the issue of how school leaders interpret and transform reforms is understudied. This article explores how twelve Norwegian school leaders respond to external demands in a new policy context emphasizing national test results. The study aims to explore school-level aspects of policy interpretation. The distinction between external and internal accountability and different coupling mechanisms serve as analytical concepts. The findings involving symbolic responses and interpretations that fit with preexisting understanding suggest the school leaders were not directly governed by the new policy context.