School leadership practices and behaviors have been denoted as the essential element to improving teaching and learning in schools. The development of school leadership is imperative in the era of educational reform as school leaders are held accountable for student learning outcomes. The school leader is seen as a variable in the relationship between teacher's instructional practices and the academic achievement of students. This study will examine the impact of a school leader's participation in the National Institute of School Leaders Fellowship Program on leadership behaviors of charter school principals in the city of New Orleans. The leaders chosen to participate includes two leaders from the same local education agency which serves students in Pre-Kindergarten through eighth grade, and one principal from a charter management organization that serves grades eighth through twelfth. This qualitative phenomenological case study determined the impact of participation in the National Institute School Leaders fellowship program on leadership behaviors and practices of charter school principals in New Orleans. Results of this study provides leaders with actionable strategies and behaviors that principals can use to improve teaching and learning. Recommendations for practical application of the study should provide more support to school leaders around the quality of instruction in order to increase and cultivate their instructional leadership practices, and provide school principals with strategies to make sustainable academic changes to increase student academic growth and improve teacher practices. Future research regarding this topic can include a replication of the study using a larger sample. Participants should include superintendents, district leaders, instructional coaches, and assistant principals. A comparative analysis of the experience of direct run district school principals and charter school principals who participate in NISL could be researched.