This article reports findings from a study investigating the capacity of assistant principals to be instructional leaders. Analyses of survey responses yielded four interesting findings: (a) years of experience as a teacher and age had no significance on assistant principals' perceived readiness as an instructional leader; (b) those completing redesigned programs focused on instructional leadership reported feeling less prepared that those completing programs before the mandated redesign (c) although instructional leadership was a work responsibility, 63% did not know what portion of their performance evaluation assessed that performance; and (d) mentoring for instructional leadership most often occurred through informal meetings with their principal.