This study aims to examine how principals and superintendents communicate in their management team and is based on the two questions 1) How does communication take place in the principal’s group based on the aspects structure, culture, to each other and style? 2) What opportunities and challenges do their ways of communicating bring?  From a historical perspective, principals’ assignments have changed over time. More precise in today's Sweden, there are often one or more principals per school, unlike year 1290 when there was one principal in the country (Ullman, 1997). Further on is the national principal program described, from the start in 1946 until today, where it is compulsory for all appointed principals. Lastly the principals work situation is described (Ullman, 1997; Johansson & Svedberg, 2013). Then is the Swedish school system described, from a state level to local level (Nihlfors & Johansson, 2015).  Previous research reveals that the concept of pedagogical leadership is difficult to define (Augustinsson, 2012). If the term ‘pedagogical’ is in focus, it could be explained as a leader that encourages teachers to develop. If the focus is laid on the term ‘leadership’, it can be explained as a leader of a pedagogical activity (Augstinsson, 2012; Nestor, 2006). A review of principal’s pedagogical leadership is then presented (Brüde Sundin, 2007; Forssten Seiser, 2017) and the school’s governance (Hellerström, 2006: Nihlfors & Johansson, 2015) and finally principals communication (Nihlfors, 2003; Nihlfors & Johansson, 2014; Nihlfors & Johansson, 2015; Ärlestig, 2007).    The analytical framework in the study is based on the four perspectives for a more conscious organizational communication by Ärlestig (2013). The result of the study is based on qualitative interviews with six participants which consisted of five principals and one superintendent.   The results show that the organizational communication in the studied municipality is conscious. The principals that participated in this study express a positive attitude towards the principals’ group, its structure and communication. The superintendent and the administration have actively worked on structured meeting, a permissive climate and clear information where everyone in the principal group feels involved. Based on the results of this study, what needs to be developed is the structure of digital meetings, that everyone feels that they benefit from the meetings, no matter how experienced or inexperienced the principal is, and that the content of the meetings is structured to reach a higher level of efficiency.