This paper addresses the idea that the successful of mathematics reform demands the support of the full educational community including school principals, parents, and students. One of the most important group that affect mathematics reform is school principals. A project related to modifying UAE principals’ perceptions of mathematics is presented. This project consists three steps. In the first step, principals’ perceptions of the nature of Mathematics and its learning and teaching were examined. Results showed that those principals possess many improper perceptions related to Mathematics. In the second step, a professional training program for promoting school principals\' understanding of the new vision of teaching and learning mathematics has developed. This training program comprises two integrated phases: Clarification and conviction, and implementations for principal’s role. It includes a package of paper documents, videotapes, discussion sessions, and group and individual activities. In the third step, the training program is applied on eight principals in UAE. An initial analysis of the qualitative data showed many positive improvements in principals’ perceptions of mathematics education.

This paper addresses the idea that the successful of mathematics reform demands the support of the full educational community including school principals, parents, and students. One of the most important group that affect mathematics reform is school principals. A project related to modifying UAE principals’ perceptions of mathematics is presented. This project consists three steps. In the first step, principals’ perceptions of the nature of Mathematics and its learning and teaching were examined. Results showed that those principals possess many improper perceptions related to Mathematics. In the second step, a professional training program for promoting school principals\'' understanding of the new vision of teaching and learning mathematics has developed. This training program comprises two integrated phases: Clarification and conviction, and implementations for principal’s role. It includes a package of paper documents, videotapes, discussion sessions, and group and individual activities. In the third step, the training program is applied on eight principals in UAE. An initial analysis of the qualitative data showed many positive improvements in principals’ perceptions of mathematics education.