Principal supervisors often find themselves drawn into managing logistical and operational matters, instead of helping principals become more effective instructional leaders. Yet Meredith Honig and Lydia Rainey contend that principal supervisors need to make principals’ instructional leadership their primary focus. Drawing on their work with central offices, they explain how the principal supervisors who were most effective at promoting equity and improved instruction took a teaching-and-learning approach to their work with principals. They helped principals lead their own learning and used modeling and other instructional moves to help them along the way.