This manuscript describes how two school administrators, now educational leadership professors, successfully reframed leadership to create change. Bolman and Deal's (1984; 2003) reframing of pedagogy provided the theory for understanding this complex change process and the school administrator's role. As a conceptual framework, reframing theory provides a research design for examining educational leadership. By applying theory to practice, school leaders can refine their craft, understand their schools, and enhance their role as change agents.