Many administrators are so overwhelmed by the basic responsibilities of their daily work that there seems to be little or no time left for providing quality leadership in instruction. Instead, schools employ department chairs, instructional specialists, and coordinators to provide instructional leadership. How can administrators find time in the busyness (and business) of their school year to become what they had always aspired to be? At the heart of building instructional capacity lies the philosophy, vision, and values of the principal, supported by the assistant principals. The author contends that those administrators must lead the school in embracing a culture of continual focus on and improvement in instruction. Improving instruction requires preemptory planning, discussion, and discipline to maintain a focused plan while, naturally, events and obstacles occur and require the attention of teachers and administrators alike. But when administrators support and, more importantly, expect that they, the teachers, and the staff members will focus on improving instruction, they will make the time to make that happen and will find that the work positively affects their other responsibilities.