As schools move from more traditional educational curricula and systems to practices more innovative and relevant to 21st-century learning, it is necessary to understand the actions and attributes that are effective for creating innovative learning environments. This study explored how 21st-century learning environments and practices are conceptualized in selected independent schools in the Pacific Northwest as well as the influence of administrative leadership in helping create and sustain these innovative practices. This descriptive study focused on the experiences of teachers and school leaders, and the implementation of innovation practices at five independent schools. Two survey instruments, Dimensions of the Learning Organization Questionnaire and the Microsoft Partner in Learning Self-Reflection, were used to solicit information regarding institutional learning and innovative practices. A third instrument, the Kouzes and Posner's Leadership Practices Inventory, was used to assess administrative leadership behavior. Descriptive and correlational statistics were used to analyze the relationship between leadership practices and the adoption of innovative practices. Findings suggest that faculty from the participating schools were involved and held positive perceptions regarding their school's learning environments and faculty learning opportunities. The responses also indicated that faculty were aware of the possible areas for innovation and reform in their respective schools. School administrators in the study saw themselves as engaging in positive leadership behaviors as identified in the leadership practices inventory. Correlational analyses between the leadership practices and the defined learning dimensions and areas for innovation found some positive relationships and some inverse relationships. The majority of these were not statistically significant. A cross comparison between leadership practices and learning dimensions and areas of innovation for each school provided an opportunity to examine existing patterns. Possible relationship patterns were observed for four of the five schools. Exceptions to the pattern were also noted. It appears that individual leadership behaviors most likely support and influence specific learning dimensions and areas of innovation and reform. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]