This research is aimed to examine implementation of middle school principals’ instructional leadership behaviors. The study was designed in phenomenology. The study group of research consisted of 13 middle high school principals whose schools achieved high grades in centralized high-stake high school entrance exam. Data were collected via semi structured interview. Data were analyzed via inductive content analysis method. Direct quotation, experts’ opinion and triangulation were used for credibility, transferability, and confirmability in terms of validation and reliability. Results shows that principals were implemented instructional leadership behaviors in a decent level. Principals shared their schools’ mission and vision with stakeholders in different ways. Schools had improvement plan and committed to their plan along with feedback gained from student improvement. Additionally, this schools had guidance and counseling service to follow student psychological well-beings. Other results of this study revealed that principals support teachers’ professional development along with doing some social activities for teachers to feel in same collaborated team. Principals’ time management was managed in a good manner that monitored meetings. It was seen that principals support teachers and students in terms of psychological manner instead of focusing bureaucratic necessity. Principals focused to motivate teachers and students along with managing activities for academic achievement and make his / her presence felt across school.