Within the context of a pilot leadership seminar, this participatory action research project explores how to effectively lead in turbulent learning environments regulated by federal policy that mandates high levels of student achievement coupled with a rigorous standards-based reform movement. Our analysis indicates: (a) adult development is a highly complex process requiring specific learning conditions; (b) the alternative seminar provided a better context for facilitating adult leadership development than our traditional university classes or other professional development options; (c) adult developmental theory may not be an appropriate model for designing programs to support leaders who lead in turbulent environments.