Despite the importance of learning for education leaders, little is known about the preparation and development experiences of California's superintendents and principals--that is, the learning opportunities they receive before taking a job as an administrator, and the on-the-job learning and professional learning opportunities they experience after they begin their job. To find out more, the Learning Policy Institute conducted a study of leadership in the state with the assistance of the Association of California School Administrators (ACSA) and the American Institutes of Research. They administered a representative survey to more than 450 California principals; analyzed the most recent federal data about school leaders in California and across the nation; reviewed available California data; and conducted focus groups and interviews with principals, former principals, and superintendents from across the state. This report: (1) provides an overview of California's leadership context; (2) describes the kinds of principal preparation and professional development available in the state; (3) shares how principals assess their leadership preparation in light of the new educational demands of deeper learning and social-emotional learning; (4) summarizes the learning opportunities principals report they want; (5) describes superintendents' experiences with professional learning; and (6) concludes with policy implications informed by the study's findings. [For "Learning to Lead: Understanding California's Learning System for School and District Leaders. Research Brief," see ED606622.]