This paper examines the implications for change in the role of the principal when a school moves from a traditional model to a specific restructured model, an accelerated school. The paper begins with a review of the characteristics of both traditional and restructured schools in general, and the accelerated school as a particular example of a restructured school. The traditional school is hierarchical and characterized by a static environment. A restructured school features collaborative decision making and flexibility. The principal's role in a traditional school is managerial, autocratic, and reactive. The principal in a restructured school is transformative, proactive, and collaborative. He or she facilitates change and takes risks by sharing power. A framework and methodology are presented to identify the behaviors of an accelerated-school principal by using the Critical Incident Technique. Three tables and one figure are included. Appendices contain background information on the Accelerated Schools Project, its inquiry process and governance structures, and the Critical Incident Technique and interview. (Contains 189 references.) (LMI)