While designs of professional learning have expanded exponentially beyond the required-attendance inservice day workshop model, infusing meaningful data into daily decisions and conversations has not gained as much traction. Leaders of professional learning are increasingly coming under pressure to demonstrate that evidence is not an anathema in the field. Moving to a more intentional focus on results-driven professional learning can happen when leaders have a clearer vision of what is possible in the next generation of professional learning. In this article, the author ponders what it would look like when learning leaders converse about and connect relevant data with their decision-making about initiatives, the work itself, and their spirit of inquiry about data and program evaluations. The author discusses three steps learning leaders need to take to lead the paradigm shift: (1) Rethink their work; (2) Engage co-workers; and (3) Embed student learning into conversations.