The purpose of this study was to examine the use of feedback as a tool for continuous improvement and growth of elementary principals using action research cycles. This research sought to examine the perspectives of elementary principals on the intentional feedback structures, systems, and processes used to develop leadership capacity in school administrators. This case study underscored the significance of adult learning theory as the fundamental framework for transformative learning and communicative leadership. Feedback served as a primary means to support each leader's development and build the internal capacities required to address the complex demands of the principalship. This research highlights the critical importance of vulnerability, trust, and support in cultivating feedback for growth. The key findings underscore the significance of embracing diverse perspectives in the feedback process, recognizing the enriching impact of varied viewpoints and collective accountability. Moreover, the research highlights the value of job-embedded feedback, emphasizing its relevance in fostering actionable and real-world application. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]