Examining the implementation efforts associated with NCLB mandates and policies can help educational leaders frame their associated school responses and actions to better meet the challenges set forth by the federal legislation in meeting the needs of their local student populations. This study addressed the question, "How are middle school principals in Virginia prepared to facilitate the realization of the No Child Left Behind Act?"

The theoretical framework for this study was based on Thompson's (1967) model originally presented in Organizations in Action. The purpose of this study was to gain an understanding of the perceptions of middle school principals who had been at their respective schools for 3 or more years regarding the realization of No Child Left Behind. The study comprised five middle school principals from the northern, central and southern regions of Virginia. This research employed a multiple-site, cross-case study analysis using purposeful sampling.

The research reflects favorably on NCLB in the areas of educational equity and increased pedagogical professionalism. The area the researcher found to be most intriguing was the use of professional learning clubs and common formative assessments designed to help meet the mandates of No Child Left Behind; the concept of the learning clubs helped to professionalize and standardize teaching.

The researcher was surprised at the positive developments that had emerged through implementation of NCLB. With realistic standards and proper funding, this legislation can provide a barometer for success in the American school system.