This article addresses the way in which principals can contribute to closing the unacceptable gap in literacy achievement in Australia for low socio-economic status (SES) students by connecting leadership work more directly with the conditions which influence teaching and learning. It draws upon the outcomes of a project funded under the Australian Government's "Literacy and numeracy Pilots in Low SES Environments" initiative, called "Principals as Literacy Leaders". Discussion centres on a synthesis of recent research literature into a leadership for learning framework or blue print to guide the actions of principals as they interact with their teachers over literacy learning and achievement. The framework was used to organise professional learning experiences for principals to enable them to engage members of staff with key issues known to challenge and enhance literacy learning. A sample of the kinds of experiences employed during the project is described. The combination or blend of curriculum content with professional processes, it is suggested, is in need of further research if initial hopes for improved leadership development in the future are to be realised. (Contains 2 figures, 5 tables and 1 note.)