Some people seek an alternative high school experience beyond the offerings of the public school system. A positive school culture may be the most important element in a resulting successful school. The principal can play a crucial role in the design, development, and implementation of the cultural features of a new high school. This research study addressed the following question: In what ways principals design, develop, and implement the cultural features of a new high school. This study explored the question in a multi-site case study that examined the similarities and differences of three new private, faith-based, high schools through four lenses: 1. What understanding and interpretation can be gained by looking at the cultural elements in light of Bolman and Deal's "Four Frames?" 2. What understanding and interpretation can be gained by looking at the principals' leadership in light of Deal and Peterson's suggested symbolic roles? 3. As their school cultures' evolved, were there instances where principals seemed to lead by engaging in symbolic actions? 4. Did the principal intentionally initiate and plant the cultural element verses managing its natural growth or development? The study revealed that each of the principals at the three schools led most often through symbolic actions. Sometimes they led by intentionally inserting cultural elements into their school cultures and sometimes by helping shape a naturally occurring element.