This article suggests that the Leadership BES is intended to provide the intellectual underpinning for the Ministry of Education's preferred model of school leadership in New Zealand. Nevertheless, the instrumental 'what works' approach taken by the BES represents only a constrained and conservative research agenda which leaves out structural and political perspectives on school leadership. A number of points drawn from the introductory and main chapters of the BES are used to illustrate the problem. The article concludes by noting topics and authors which would have provided balance if included in the BES.