This study explores the instructional leadership skills required from online principals, as defined by one state's (Idaho) adaptation of the Interstate School Leaders Licensure Consortium (ISLLC) standards (1996) as a requirement for professional certification. Specifically, this qualitative study examined six sets of paired online principals and teachers who interacted in a supervision/evaluation cycle. A discrepancy theme emerged: Principals viewed themselves as instructional leaders, as defined by ISLLC/Idaho Standard 2--Instructional Leadership--whereas online teachers viewed their online principals as managers. Closing the discrepancy is discussed through changes in leadership behavior and standards. (Contains 3 tables.)