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A review of the literature on reading and principals' reading instructional leadership indicates that nationally there is a crisis in middle level reading (grades, 5, 6, 7, 8, & 9). This study focused on the reading instructional leadership of Middle Childhood Level principals in West Virginia. Principals in West Virginia are held legally responsible for the academic achievement of their schools and thus, are charged with instructional leadership and assuring that “best practices” are used in their schools. This study attempted to identify the beliefs, experiences, demographic criteria, and best practices that principals believe have impacted SAT9 test scores at their schools. It is a correlational study, conducted by surveying a stratified random sample of principals of Middle Level Education in West Virginia public schools. The results include a profile of the respondents and description of their schools. Most principals describe themselves as the instructional leaders who rely on teachers and reading specialists for help and information. These principals perceive their role of reading instructional leader as that of resource provider. They disseminate and share information about test scores and data; set goals; provide staff development/training and follow-up; check lesson plans; and, provide feedback to teachers. Principals in this survey indicate that they believe graduate courses and experience as a principal/teacher have had the greatest impact on their skills and knowledge as reading instructional leader; however, nearly one-third have not taught reading, nor had a reading course. These principals hold many beliefs that they can impact reading achievement scores and try to increase the amount of time that they spend doing it in their practice. The document concludes with discussion for the need to focus on middle level reading and contains recommendations for policy and practice at that level.