DescriptionAlthough school climate improvement requires collaboration among many members of the school, support from a principal is essential. The present study examined the relationship between school personnel’s perceived principal support and (a) their confidence in their ability, as a team, to improve school climate and (b) ratings of school climate by staff and by students. Finally, the study assessed the extent to which instrumental and expressive principal support predicted positive ratings of school climate by staff and students. Results indicated that there was a significant relationship between school personnel’s perception of principal support and their confidence in their ability to impact school climate. Instrumental support predicted higher school climate scores in the areas of Quality of Relationships and Emotional Environment, while expressive support was not found to make a significant contribution. This study suggests that principal support, specifically instrumental support, may play an important role in influencing school climate.