Using the Reflective Dialogue Journal process, principal leadership candidates at Dominican University gain critical support and a partner to share ideas and test theories on a regular and as-needed basis. After two years of implementation with 60 principal interns from public, charter, and private/parochial schools, there are more than 1,500 journal entries, enough evidence to show that the Reflective Dialogue Journal has potential to advance novice leaders and may also help other novice educators in a variety of roles. This article discusses the following: (1) What is a Reflective Dialogue Journal?; (2) Outcomes; (3) Why it Works: (4) Moving from Initiation to Competence; and (5) Implications for Future Work.