In the effort to improve student outcomes, teachers are usually the focus of professional development efforts. However, research increasingly demonstrates the significance of administrators in influencing student outcomes, raising questions about how they too should be involved in such programs. The study involved interviews conducted with 12 administrators engaged in a large-scale professional development program dedicated to equitable math instruction for diverse learners. The paper reports on the different understandings they had regarding their role in supporting the innovation, including their perspective on diverse learners, perceptions of teacher needs, and approaches for teacher support. While conventional professional development programs might overlook administrators, this paper argues for a situated approach for engaging administrators in the complex process of leading change.