The purpose of this qualitative study was to explore how novice Assistant Principals (APs) perceived administrative professional learning experiences. Data came from twelve first-year APs in two Southeast United States public school districts during the 2017-2018 academic year. Through use of semi-structured interviews, a description of how the APs developed as school leaders, their feelings about their challenges and needs during the transition into an administrative role, and a depiction of the school districts' intentions behind the professional learning offerings were revealed. The data were analyzed with the constructionist epistemology and combined theoretical framework based on Mezirow's transformative learning theory and Savicka's career construction theory. The findings showed that that professional learning that is intentional to new APs' specific needs is beneficial, with collaboration, mentoring, networking described as favorable professional growth opportunities.