Early childhood education leaders are dedicated, resilient, and caring professionals. They are master multitaskers, seamlessly transitioning from comforting crying children to managing a plumbing problem; from writing a facilities report to meeting with a family to help them better understand their child's development. But they are often not able to dedicate enough time to their crucial role as instructional leader. This is a well-documented issue among many school leaders (Horng et al., 2010), but may be more evident in early childhood than at other grade levels because often districts don't require instructional leadership training for early childhood leaders nor is professional learning available. With this in mind, last year the New York City Department of Education's Division of Early Childhood Education initiated a pilot program called Leader Learning Lab to build the instructional leadership capacity of the city's early education leaders.