The primary purpose of this paper is to illuminate how a school principal employed three identifiable leadership initiatives to support adult learning within the context of her school and to show how her own thinking about her leadership practices on behalf of teacher learning changed and developed over time. A discussion of current efforts to support teachers' professional development draws on the literatures from staff development, principal leadership, and adult development. Following this is a review of a four-year ethnography. Specifically, a description of the three main initiatives practiced by the principal (teaming, providing leadership roles, and collegial inquiry) to support adult development. Next is an examination of this principal's perspective on the value of engaging in reflective practice and how this context created a space for her to reflect on her leadership. Highlighted are how her thinking about her leadership practices on behalf of supporting teacher learning changed during the four years of this research. Lastly, are suggested some possible implications of developmental theory with regard to principals' practices in relation to supporting adult development in schools. Interviews and observations with the principal and her teachers, administrators, and staff were analyzed. Findings illustrate how adult developmental theory might be bridged to leadership practices aimed at supporting the development of the mind (transformational learning). (Contains 3 tables and 54 references.) (Author/MLF)