This mixed ethnographic research case study investigated four principals engaged in political shifts affecting curriculum leadership. The study examined the effects the No Child Left Behind Act (NCLB) along with additional system adopted principles on curriculum and leadership in schools. Political issues were not surprising to the principals, regarding the NCLB guidelines that imposed academic pressure on principals, teachers and students. Also, the assessment of teachers and the accountability relating to pedagogy methods were at the forefront of curriculum leadership. These were in addition to being told students were not expected to fail. Curriculum and leadership issues placed a heavy weight on the shoulders of principals. The researchers engaged in discussions with the principals, teachers and students on a monthly basis. Parents were also asked for input from the researchers involving cultural politics. The study was likewise, extended to superintendents and members of the community associated with curriculum concerns in the schools. The study was also conducted over a time frame of three years. Findings concluded were based on a theoretical framework of leadership in education and political issues. The data showed in a conservative era, over time, two categories of leadership emerged resulting from an even greater cultural political shift. The two categories were called “new professional curriculum leadership and critical leadership” (Yimaki, 2012). The implications pointed to an interest in educational curriculum leaders, scholars, and practitioners. Thereby, suggesting a need to focus on curriculum leadership as a new area in educational administration. I was impressed by the findings of the study, and as we embrace the SPL model, in my opinion, curriculum leaders should find a way to embrace a wider conservative educational and political sphere (Yimaki,