The purpose of this paper is to examine and discuss the role of Nordic school principals in a cross-national context and to highlight the implications for the leadership roles in research and practice. The data builds on the country-wide reports in this book, the findings in the TALIS report (2018), and the perspectives of pedagogical leadership. The ways in which school leadership roles are perceived and dealt with are relatively similar across national school contexts. Nordic school principals seem to experience their practice with shared responsibilities, providing opportunities and educational engagement by acting as pedagogical leaders with a collective approach to their leadership role, even though there are differences in Nordic education policy contexts. Pedagogical leadership in a Nordic context means leadership tasks primarily related to curriculum, teaching activities, and the core values of schooling. Power, trust, control in the form of governance and leadership in the Nordic countries needs high attention.