This qualitative study investigated how 25 school leaders in the US understand the practices they use to support teacher learning in their schools. The primary question guiding this research includes: How do these schools leaders, who serve in diverse school contexts with different levels of resources, exercise their leadership in support of adult learning? In this article, we consider the creative strategies these leaders employ to make use of human resources to reduce teacher isolation, which we understand as individuals brought into the school to provide rich contexts for teacher learning. We specifically examine the links between a school's mission, atmosphere, and financial resources and its principal's perceptions of human resource strategies (e.g. mentoring and teaming). We conclude that a school's human resources, specifically mentoring and placing more adults in the classroom, provide opportunities for teacher learning by reducing isolation and building a more collegial environment. These strategies can contribute to the kinds of professional development a school may need. (Contains 2 tables and 1 note.)