Based on two years of extensive data collection in four urban elementary schools, this paper examines the role of principals in the implementation of the Together Initiative (TI), a school reform model for schools labeled low-performing per state accountability standards. The reform model aims to increase school autonomy from district mandates and devolve decision-making to include teachers, parents, and community members. The differences in the manner in which principals implemented TI appear to be influenced by the level of support at the district level, as well as principals' own commitment to the tenets of the initiative. Balancing devolved school leadership with district relationships requires reimagining the boundaries between responsibilities of the principalship, teaching, and administration.