The purpose of this study is to investigate the relationships among principals' technological leadership, teachers' technological literacy, and teaching effectiveness. The survey target population consists of 1,000 teachers randomly selected from Taiwanese elementary schools. The survey asked teachers to measure the effectiveness of principals' technological leadership, teachers' technological literacy, and teaching effectiveness. Additionally, the data were analyzed using structural equation modeling to test how well the model captured the relationships between these quantities. The results of the common fit indices clearly indicate that the model fits the data quite well. The findings show that principals' technological leadership improves teachers' technological literacy and directly encourages teachers to integrate technology into their teaching. Furthermore, teachers' technological literacy directly affects their effectiveness. Principals' technological leadership also makes teachers more effective. Principals' technological leadership, as mediated by teachers' technological literacy, can affect teaching effectiveness. The results suggest that principals, as technology leaders, must develop and implement a vision and technology plan for their schools. (Contains 4 tables and 2 figures.)