This study highlights how principal leadership of goal-directed practices impacts outcomes. Over 2 years, three academics partnered with three principals and a small "project team" comprising one or more teachers, and one or more middle or senior leaders. In this report, the authors reflect on some of the key changes that occurred from the beginning of the project to the end of the project and what behaviours appeared to impact on outcomes most strongly. The overarching research question informing this project was: How can principals lead goal-setting effectively to improve equity in student outcomes? The first aim was to understand what was currently happening in the three schools in terms of goal-setting for school improvement. Secondly, the authors aimed to identify enablers and barriers to effective goal-setting in these schools. The final aim was to support the development of more effective practices in these schools and thus the outcomes for priority learners. The project tested the theory that where within-school leadership is strongly goal-focused, improvement is likely to occur.