Policymakers and practitioners at the local, state, and federal levels have invested considerable time and energy into solving the problem of turning around chronically low-performing schools. As the U.S. Department of Education (the Department) has refined the federal effort to support states and districts to turn schools around, it has adopted targeted strategies. One recent strategy to support school turnaround is the Turnaround School Leaders Program (TSLP). The TSLP invested in partnerships between local school districts and others to build the quality and supply of leaders with the skills and knowledge to turn around low-performing schools. The Department funded two cohorts of grantees, one in 2014, the other in 2015. This study examines the first cohort of grantees in the last year of their three-year grant. This study stands at the intersection between studies of school turnaround and school leadership. This report provides a look at the ways the first cohort of TSLP grantees identified, developed, and supported turnaround school leaders and the early outcomes of their efforts as reflected in program performance measures. To bridge the worlds of research on school improvement and research on leadership development, this study examined four broad study questions: (1) What role did partners play in the TSLP projects, and are partnerships expected to be sustained?; (2) How did TSLP projects identify program participants?; (3) How do TSLP projects develop and support leaders for turnaround schools?; and (4) How successful were program completers in finding leadership positions in turnaround schools, and what factors affected placement rates? [For the results in brief, see ED612718.]