In this paper the writer outlines a case study (in which he was involved) which demonstrates the relationship between leadership and learning in an 11-16 secondary school. It will be clearly demonstrated that effective improvement can take place through the identification of key players and focused professional development. Evidence of the importance of bringing together a variety of relevant and appropriate agents to lead individual and institutional change, growth and development is presented. There will be reference not only to this example of best practice using an action research/action learning approach but also to the current and contrasting work of the National College for School Leaders, including what is now being counted as significant research in the English scene. The findings indicate that there is learning and other gains to be achieved by all parties when learning is contextualized and purposefully led.