In the current, very complex, and even conflicted discourse about schools, one thing is clear: Schools need to be about student learning. Schools need to ensure that students are good readers, proficient writers, capable mathematicians, competent scientists, and knowledgeable historians. Students also need to learn to work together, be healthy, be resilient, and care about others. There is a lot of learning to be done. Some leaders of this student learning also understand that, in order for students to learn at high levels, the adults in schools must learn new programs, new strategies, new ways of working together, and even new ways of thinking about who their students are and what it means to be a teacher. In other words, there is a lot of adult learning to be done as well. This article shares insights into how school leaders help teachers challenge their practice, and learn together to grow their classroom skills and student outcomes. Instrumental and social learning practices are explained. Building schools where adults learn requires leaders to be persistent, intentional, and transparent in their efforts connecting a learning practice to improvements in teaching practice. While this is easier said than done, with time and systematic experimentation, learning leaders can meet teachers where they are by providing professional learning that both supports current learning and teaching practices and nudges faculty toward more complex and collaborative ways to work and learn.