The ways in which school leaders support teachers' transformational learning are influenced by the amount and types of resources available. This study examined how school leaders exercise their leadership to promote adult learning, what practices they used to support such learning, how they supported their own development, and what developmental principles underlie their practices. Twenty-five school leaders in a wide variety of school contexts (public, Catholic, and independent schools) were interviewed. Data from the interviews and various documents provided by interviewees were coded and analyzed to extract themes. Findings showed that financial resources had the greatest influence on leadership practices for teacher learning--exceeding the influence of human, time, and professional development resources. School leaders commonly employed creative strategies to harness funding for professional development. Participants discussed the value of and their need to have opportunities for reflective thinking and discourse with colleagues to lessen isolation, be professionally and socially supportive of each other, and improve their efforts to become more effective leaders. This work holds promise for informing school leadership practices and possibilities for supporting teachers' transformational learning by offering a deeper understanding of how school leaders think about their efforts to support teacher learning. (Contains 93 references.) (RT)