In this conceptual article, we draw upon recent literature to describe the theoretical, epistemological, and methodological anchors that can inform a working conception of practitioner-scholarship. We position practitioner-scholarship at the intersection of an individual's work as a practitioner and researcher, wherein a practitioner focuses on understanding localized problems of practice through in-depth inquiry. Through our discussion, we highlight three implications for leadership programs. First, practitioner-scholarship demands that all program faculty take a learning orientation. Second, research experiences provided to students should be immersed in leadership practice and directly situated within schools and districts. Third, we advocate increased consistency, rigor, and theoretical depth in methods training for educational leadership students.