The purpose of this study was to identify the educational leadership styles of one urban principal as he balanced the needs of a turnaround school with requirements of the International Baccalaureate’s Middle Years Programme. Further, this study sought to determine how principal leadership style impacted the role of the Middle Years Programme coordinator during turnaround. One principal and one coordinator contributed data via interviews, practice logs, emails, school newsletters, observations, and field notes. The researcher used constant comparative coding, open coding, and axial coding to analyze the data for emergent leadership themes and their impact. Findings include a determination that turning around a school on a strict timetable is not conducive to MYP programming
