This study was intended to explore elementary school principals' change leadership when they were facilitating the implementation of a new school curriculum project. Research questions include how school principals interpreted their role in leading school change and what their change facilitation strategies were. Five purposively selected elementary schools were invited to participate in this study. A series of deep interviews were conducted with each of the five selected principals on a regular basis during a period of one school year. Data analysis results reveal that the principals considered their change leadership role as providing vision, programming change process, providing support, establishing work environment, promoting teachers' professional growth, and checking on change progress. Principals' change facilitation strategies were found to be strongly associated with the way principals interpreted their school contextual factors. The researcher suggests that the implementation of the new curriculum project be considered as a change process and qualitative research method is recommended as an appropriate approach for constructing change leadership theory based on local context.