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This study investigates the influence of princi-pal instructional leadership on teachers’ effort to employ instructional strategies for nurturing student autonomy in learning. Nationally representative multi-level data for 7,879 teachers in 479 middle schools in Australia,Malaysia, and South Korea were analyzed in this study. I nall three countries analyzed, principal instructional lead-ership was significantly positively associated with teachers’use of autonomy-supportive instruction. This significant association persisted even when a range of other variables was simultaneously taken into account. This result gives credence to the hypothesis that teachers, who work in a school where the principal effectively demonstrates greater instructional leadership, tend more likely to actively inte-grate elements of teaching for learner autonomy into their instructional practice