The lack of job-embedded professional learning for instructional leaders is detrimental to the efforts to transform teaching and learning to be student-centered. The purpose of this Action Research study was to investigate and improve the job-embedded professional learning for instructional leaders to support the transformation of teaching and learning to be student-centered in grades 6-12 in an urban district in Massachusetts. Participants in the data collection process for Cycle 1 included seven participants from the research site and three outside experts. Data was collected via 10 semi-structured interviews and was condensed using In Vivo and descriptive coding. Initial results were member checked with four participants before findings were finalized. Action steps were designed, implemented, and evaluated in Cycle 2 to provide professional learning for instructional leaders that would position them to lead instructional change related to student-centered learning practices. The action steps in Cycle 2 included the creation of a district Curriculum Team and the redesign of the Instructional Leadership Team. Both teams were learner-centered by design and focused on leading complex instructional change. The study concluded that structured learning walks were a lever for instructional leaders to realize the urgency for instructional change, including understanding more deeply the need for and the type of transformation that was required, the implementation challenges associated with instructional change, that strategic planning and commitment at the district level that is essential to driving changes throughout the system, and that the more learning opportunities can be inclusive of various roles in education, the more powerful the learning is for all. Implications for the organization include the need to allocate resources to sustain professional learning for instructional leaders, to engage in strategic planning related to instructional changes so that systems and structures can align to support desired results, and to lead all members of the learning community to explore the root causes of educational inequities and the intersection of student-centered learning and culturally sustaining pedagogy. [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.]