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The No Child Left Behind Act of 2001increases school accountability and requires educators to improve student academic outcomes using evidence-based practice. One factor that contributes to desirable school outcomes is principals' instructional leadership behaviors. Principals who allocate more time to instructional leadership behaviors are more likely to have a positive impact on student learning. The purpose of the study was to examine the effectiveness of a time management intervention on instructional leadership behaviors of school principals. Based on my literature review, I found that several time management techniques may help leaders manage their time effectively, including delegating, scheduling, prioritizing, planning, setting goals, saying no, and handling interruptions. In this training, I taught three principals how to increase their time allocated to instructional leadership behaviors using these techniques. I measured the proportion of time the participants allocated to the instructional leadership behaviors during the baseline and intervention. In the context of a multiprobe multiple-baseline across participants design, I found that all three participants increased their time allocated to the instructional leadership behaviors after the training. This study experimentally validated a training program that may contribute to the positive school outcomes.