This study examined the change, pressure, and impact of No Child Left Behind (2002) on the roles and responsibilities of 450 Wisconsin principals. This research demonstrated No Child Left Behind changed principals' roles and responsibilities and they were somewhat and very prepared for the change. Principals relied mainly on themselves to meet the changed requirements. Principals indicated their roles and responsibilities changed especially related to No Child Left Behind principles of effective teaching methods for reading and math, expanded options for parents and stronger accountability for instructional staff and principals. No Child Left Behind placed pressure on principals to be more accountable for student achievement with most of the pressure from themselves then from their superintendent, school board directives and the federal government. No Child Left Behind impacted principals positively and negatively. Principals overwhelming stated students were their continued focus!