From case studies conducted in two different Australian states, two models of successful leadership have been developed This paper describes these, highlighting the complementary aspects and how the two models combine to provide new insights into successful school leadership. From Victoria, a model has been developed that defines three areas in which principals can intervene to improve stu-dent outcomes: teaching and learning (teacher pedagogy, curriculum design, assessment and student learning); personal, professional, organisational and community capacity building; and, other influ-ences (external policies and programs, schools characteristics, demographic and socio-economic factors, community resources, and stakeholder interest and priorities). From Tasmania, Mulford and Johns' (2004: 73) model 'is underpinned by the core values and beliefs of the Principal [which] in-form the Principals' decisions and actions regarding the provision of individual support and capac-ity building…The Principal's core values and beliefs, together with the values and capacities of other members of the school community, feed directly into the development of a shared school vi-sion, which shapes the teaching and learning, student and social capital outcomes of schooling.' Evidence based monitoring and critical reflection completes the model.