In the mid-1980s and early 1990s, the Holmes group (1990) laid out a blueprint for leadership in PDS schools, positing that effective principals could foster leadership roles for all participants. Since then other scholars have explored the challenges of establishing strong principal-PDS relationships. This qualitative case study reveals how one elementary principal used her leadership role in very intentional ways to enhance the field experience for Junior Participants (JPs) in a PDS program. Findings reveal that the principal's direct engagement with the JPs, her instructional leadership, and her actualized vision of shared leadership with teachers and children in her school created positive experiences for the JPs in the following ways: by maximizing the amount of direct engagement between the JPs and the children; helping them see the complexities of teaching; and allowing them to view the children as responsible, competent leaders in their own right.