School improvement is a hotly debated topic for school staffs and leaders. Over the past few decades, many models for school improvement have emerged, each determined to increase student achievement. Worldwide, schools have had widely varied levels of success in implementing school improvement plans. This study specifically focuses on school improvement efforts in schools educating a large number of children with military and qualified civilian employee dependents stationed overseas.

A qualitative bound case study format, using multiple data sources, was used in this study. The researcher collected perception data from interviews and observed three successful principals in selected schools within one district. The data were triangulated by an interview with the district superintendent to enhance information about his expectations of principals as leaders of school improvement. Additionally, artifacts from the schools, such as professional development day and faculty meeting agendas, staff development plans, school improvement plans, and standardized assessment data were collected. Analysis of the data addresses the research question of "How do successful principals lead school improvement in overseas schools serving a large number of children of military parents?" The results of the study produced recommendations for leadership training of principals in the district. While these results primarily show what we can learn from school improvement in this unique overseas school environment, its implications can be broader for American schools as a whole. The study will also produce recommendations for further research.