This research reveals the type of support that is imperative for principals working with external agents in low-performing urban schools as required by federal and state legislation. Nine principals, in four urban districts, two aided by one external agency and seven aided by another, were followed in year-long case studies. Mixed methods for data collection, including interviews, school site visits, professional development evaluations, surveys, and focus groups, were used along with anecdotal material. The results provide insights for school districts, external agents, and principals seeking to maximize the support they receive in response to the urgent need to accelerate and maintain student achievement.