The importance of dedicating time for teacher's professional learning is known, but dedicating adequate time for principals' learning and development is often neglected. The author recommends that superintendents take the following steps to guide their efforts to support principals' learning: (1) get to know principals as individual learners, (2) ground the work in adult developmental theory, and (3) be intentional and strategic about allocating time and resources to principals' professional learning. In this article, the author discusses these strategies and how they are based on their research and experience as superintendent of Community School District 12 in the Bronx, New York City.