Purpose: The purpose of this paper is to examine the impact of a leadership development initiative on the school leaders and leadership coaches who participated in it. The initiative, called the Leadership Learning Community (LLC), was created in a research-practice partnership between a consortium of 12 predominantly rural, high-poverty school districts and two universities to meet the districts' leadership development needs. The LLC was based on a conceptual framework centered on transformative leadership coaching and grounded in transformative learning theory. Research Methods: We drew on qualitative research methodology to answer the study's research questions. To collect our data, we utilized participant observations of 12 professional development days and 70 job-embedded coaching sessions over a two-year period, as well as multiple rounds of semi-structured interviews with all 16 participants and other artifacts related to the LLC. We analyzed our data using multiple rounds of thematic coding. Findings: The findings illustrated that the leaders changed their perspectives and developed their skills related to leading school improvement and that these changes impacted their schools. The findings also highlighted the degree to which the leadership coaches learned through their expanded network of colleagues, utilized questioning techniques to enhance leader learning, and transferred their newly found coaching skills to their own leadership contexts. Implications: The results of the study indicate that rural school districts can partner with other districts and universities to meet their leadership development needs through cross-district leadership coaching in facilitated in professional communities.