Through qualitative interviews and document analysis, this nationwide study investigated how 25 principals from a sample of public, Catholic, and independent schools with varying financial resources understand the practices they use to support teacher learning. This Spencer grant-funded research illuminates how these leaders understand the challenges (e.g., financial, human) they face in supporting teacher learning and highlights their creative responses to challenges. This paper describes (1) four broad initiatives principals employ to support teacher learning and (2) the developmental principles underlying the practices. This investigation offers insight into another way to accomplish important national goals, illuminates robust practices that can support adults with different learning needs, preferences, and developmental orientations, and points toward a different, learning-oriented way of conceptualizing and exercising leadership in support of teacher development.