The Danish team went back to three school principals who had been identified as successful in the first phases of the research project. In the first phase we found that even if the three schools were situated in the Danish society with is a very high level of equality and homogeneity, there were social, cultural and economical differences that made schools different and therefore asked for diverse leadership styles. When revisiting the schools and interviewing the principals we found that the contexts of schools had changed. The national and local authorities were focusing more on bureaucratic and market place accountabilities and tightening the couplings between authorities and schools, which changed the function of principals. Therefore they focus on how to go on focusing on the comprehensive education and at the same time on the tests. They report that they have to work more closely with teachers in order to filter external information and make sense of them.