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This study used a multiple case study design to investigate the role of the school principal in the implementation of the revised gifted and talented policy in selected New South Wales government secondary schools. Research suggests that school principals influence gifted programs through resources, time allocation, and professional development, via an intermediate variable, teacher commitment to change. A theoretical framework was developed based on a review of relevant literature. Data were collected from a stratified random sample of ten metropolitan government secondary schools in Sydney, New South Wales, Australia. Semi-structured face-to-face interviews were conducted with principals and gifted and talented coordinators, and with a focus group of four teachers in each school. Interview data were analysed qualitatively with the help of NVivo. School gifted education policy documents were also collected and analysed using the Scope and Quality Checklist developed in the study.