In the course of recent test-based school reforms within Germany's educational system, the position and function of headmasters have increased (Huber 2002, Fend 2008). The paper focuses on the headmasters’ role and their ways of using the standardized students’ assessments results in four states in Germany. The method implies a model of Bonsen (2003), based on Bolman & Deal (1997) to identify dimensions of headmasters’ action in order to assign them to leadership frames. Furthermore, the research uses Mayring's (2007) qualitative content analysis to structure and interpret the interview data. The results show a correlation between the reception of the headmasters and the contextual factors of the schools. Moreover, they indicate a strong emphasis on the structural and personal leadership frame. The second part of this paper evaluates the assumption that VERA 8, already in use for about five years, was successfully implemented. An implementation model, using Visscher & Coe (2002), based on Klein & Sorra (1996) will be utilized to analyze teachers' opinions to whether this assumption is accurate. First findings show that the implementation lacks in certain areas but this doesn't necessarily mean that VERA 8 can't be a success.