Cultivating the "professional knowledge landscape" of schools (Clandinin & Connelly, 1995) from the perspective of insiders can enrich the leadership and curriculum fields. Toward this end, the author offers a map for becoming oriented to one teacher group's vision for improving school environments. During the summer of 2001, 33 practicing teachers gathered for a university class, not knowing what to expect. Enrolled in "Case Studies in School Administration," a master's course in educational leadership that the author teaches annually at the University of South Florida, the participants experienced a writing/research workshop that integrates theory and practice. This publication subsequently grew out of their adventure in "cartography." In her mind's eye, the author saw the students as scholar-practitioners who could articulate maps for the field of leadership through thoughtful brush strokes. The author's pedagogical goal was to affirm the great potential of school persons to sculpt something worthy of their vision. From the 33 papers that materialized on contemporary issues and major challenges of school leadership, a selection of papers was made, after review and revision. This article describes the context in which the published creations came into being, as well as some key landmarks. (Contains 1 note.)