This chapter aims to investigate the relationship between middle leaders’ digital instructional leadership and teacher collaboration in Malaysian primary schools and to identify areas of improvement for enhancing teacher collaboration. Data from 432 teachers were analyzed using partial least squares structural equation modeling and importance-performance matrix analysis. Results revealed positive relationships between four dimensions of digital instructional leadership (supervise and exemplify digital instructional practices, develop collaborative culture, coordinate curriculum with the inclusion of digital technologies, and boost teachers’ innovative capacity) and teacher collaboration. The importance-performance matrix analysis suggests policymakers should prioritize providing clear guidelines and support for curriculum integration of digital technologies, aligning with pedagogical goals and teacher training. The low priority given to building a departmental vision and fostering a collaborative culture for enhancing teacher collaboration needs careful consideration. Policies should clearly define the roles and responsibilities of different leadership levels in vision building, ensuring alignment and avoiding redundancy. Limitations and future studies are presented.