As the former socialist countries of Southeastern/Central Europe and the former Soviet Union have embarked on their journeys from authoritarian to democratic societies in the early 1990s, education systems across the region have experienced major changes. From curriculum revision to education finance reforms, virtually no aspect of the education systems has remained untouched. While all post-socialist reform efforts have striven for large-scale, sustainable change, some initiatives were more successful than others, and many reform efforts were short-lived. Focusing on pre-service teacher education reform in Latvia, this article seeks to understand how educational leadership contributes to sustainability of educational reform in the dynamic context of post-socialist education transformation processes.