The authors report a study in which they examined how principals utilize instructional leadership in high schools within a Hispanic majority context. The emphasis was on students' academic performance, goal development and implementation, school culture, and instructional management, which make up the broader theoretical framework of school leadership. Following a multiple case study approach, two successful high schools in the south of a central state participated in the study. These schools were selected based on their "Recognized" status as measured by the state standardized test results. Findings of this study revealed that principals in successful Hispanic majority high schools have a strong focus on student achievement. They are equally engaged in goal setting meetings to develop student goals, provide support to teachers and assistant principals as a vehicle to enhance the school culture, and monitor student performance, relying on leadership teams for instructional management purposes. Findings also revealed that principals as instructional leaders involve and empower teachers to develop and implement student academic goals, shape the school culture, and monitor the instructional program closely. More importantly, principals in successful Hispanic majority high schools sustain a strong emphasis on teacher accountability for the academic performance of all students. (Contains 1 table.)