The study of knowledge management, an integrated system of an organization's culture, conditions, and structure, as applied to educational institutions is limited. It was not known how district leaders use knowledge management to influence principals' instructional leadership performance. The purpose of this qualitative single-case study was to explore how district leaders in an Arizona public elementary school district use knowledge management to influence principals' instructional leadership performance. This school district was composed of 14 schools, 14 principals, 412 teachers, one superintendent, two assistant superintendents, and 13 district directors, educating approximately 7,500 preschool through eighth grade students. Eleven one-on-one semi-structured interviews, resulting in 213 double-spaced pages transcribed, observations of two four-hour bimonthly administrator meetings, resulting in 11 pages of field notes, and analysis of thirteen district documents, ranging in page length from one to 15 served as this study's three data sources. Triangulating these three data sources led the researcher to find that the district's culture, conditions, and structure promoted knowledge sharing and, by extension, influenced principals' instructional leadership through establishing a helpful culture with high levels of trust and by providing formal and informal knowledge sharing opportunities. Alternatively, the findings revealed the lack of principal involvement in curricular decisions, the lack of a shared district vision, and high levels of undefined principal autonomy inhibited continuous knowledge creation and effective knowledge management. [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.]