Traditionally, school principals across the United States have been entrusted with the responsibility to conduct the daily affairs of managing schools. However, with the ever increasing demands of accountability for increased student achievement, the principals' roles and responsibilities are continuously evolving. Principals are being challenged to manage schools and lead instruction, with the expectation to facilitate teacher practice to improve student learning. This phenomenological case study was developed as a result of a unique partnership between Southwest University faculty and Mountain School District leaders to provide professional development for principals on instructional leadership. This study explored what happened when eight school administrators from a small rural school district participated in this professional development. The intent of this research was to find what meaning principals made of their participation in the principals' professional learning community (PLC) and to what extent this participation changed their thinking and practice. The study captured the participants' voices and perceptions in relationship to the training. The data collection process involved the triangulation of multiple data sources. Data were collected from PLC summaries, principals and focus groups interviews. A focus of this data collection involved principals' perceptions of their own learning about leadership as it relates to student learning and teacher practice. Summary notes from the principals' PLC sessions were read and re-read by the researcher. Common themes emerged from the principals' discussions and conversations from the sessions. Interviews were set up with the principals and each was asked various open-ended questions which included prompts when necessary to gather additional information. The research was also intended to investigate the role of university-public school collaboration for facilitating instructional leadership. Findings indicated important changes in how the principals felt and talked about their roles as principals. The focus of conversations changed from management issues and individual school issues to a focus on supporting instruction and teachers. There was increased collaboration among principals and they began to open the practices at their own schools to each other. Implications include the importance of shifting principal preparation to include more in-depth instructional leadership and the importance of principals experiencing PLCs if they are going to help teachers with their PLCs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]