A generation of principals has heard the mantra that they should be instructional leaders, but rarely have they been encouraged to be learning leaders. While an instructional leader pays attention to the planning, implementation, and evaluation of instruction, a learning leader focuses on what is learned and how it is learned. These roles are not mutually exclusive, and they both have value. However, given the dearth of attention to learning leadership in the principalship, the author focuses on how that role relates to teacher learning and discusses the six steps to learning leadership: (1) expectations; (2) demonstrations; (3) hospitality; (4) possibility; (5) inquiry; and (6) the whole learner. When they engage in creating hospitable learning spaces, demonstrating learning themselves, asking learning-oriented questions, honoring the entire learner, and offering possibilities, principals are likely to find even more ways to lead learning. Of course, such strategies are not for principals alone. They can be shared by teacher leaders, parent leaders, district leaders, and others. However, as a visible and influential part of every school, principals' roles as learning leaders can greatly enhance the teacher professional learning that takes place.