Many educators today are discussing new visions to transform their schools into communities. The idea is that schools should be communities of learners rather than organizations that turn out students as products (Furman and Starratt 2002; Sergiovanni 1994). But for schools to become communities of learners, a major upheaval in the way educators think about leadership needs to occur. This article discusses how shifts in educational leadership theories may provide opportunities to make substantive improvements for all students, helping schools develop into communities of learners where everyone puts aside hierarchical ideas and adapts to roles that foster collaboration and shared decision making.