This paper is premised on the belief that school leaders can influence the climate and culture of schools, thereby affecting student learning outcomes. Leaders for Change, an inservice training program developed and tested by the National Center for School Leadership, was greatly influenced by the thinking of Doug Mitchell, who, in "Principal Leadership: A Theoretical Framework," distinguishes between transactional and transformational leadership styles. Transactional leadership involves an economic, political, or psychological exchange between the leader and the follower. Transformational leadership occurs when leaders and followers motivate each other toward greater aspirations. Mitchell also distinguishes between a settlement culture characterized by standardized work activities and a frontier culture characterized by problem-solving work activities. Four postulates provide the core beliefs for school leaders committed to change: (1) in their relationships with followers, leaders for change inspire them to accept and achieve values-driven, high level goals; (2) leaders use collaborative and inclusive decision-making structures; (3) leaders recognize that school needs are contextual; and (4) leaders evaluate the effects of improvement efforts in terms of a variety of student outcomes. The Leaders for Change program embraces a curriculum promoting these postulates. Translating leadership theory into practice is the goal of the training program. It is expected that the program's emphasis on understanding schools' contextual realities, rather than the particular tasks performed by principals, will assist leaders in developing values-driven leadership, collaborative working relations with subordinates; understanding of contemporary research on teaching and learning, goal setting and plan implementation, and evaluative components of development plans. An appendix outlining the program curriculum is included. (Contains 13 references.) (TEJ)