The Kansas Educational Leadership Institute (KELI), in a unique response to an identified need by state and local professionals, has provided a vital support to educational leaders in Kansas stepping into the superintendent role. The mission of KELI has focused on providing this support through strong collaboration and a spirit of partnership with professional leadership organizations across the state. The purpose of this article is to highlight evidence of effectiveness in KELI's first year of operation, determining areas contributing to initial success and applicable changes in moving forward into Year 2. In Year 2, content changes to cohort meetings provided a more responsive approach to practical issues faced by superintendents. Smaller group cohort sessions conducted in Year 2 provided more intimate discussion and opportunity for collegial support. Kansas superintendent mentors explored coaching skills at a deeper level in Year 2. An organization's capacity to grow in relevancy and strength is upheld by purposeful identification of current practitioner needs and transference of critical support in policy and resources to embrace those needs. A logical step in KELI's five-year plan expands leadership impact and support at all levels, to include new and veteran superintendents "and" principals, thus, a state-wide task force convened in 2012-2013 to examine the needs of a mentoring and induction program for first-year principals in Kansas. Widening knowledge and visibility of KELI's mentoring and induction program through local, state, and national presentations and publications will cultivate its promising practices and emergent impact on Kansas leaders and others abroad.