In this article, an argument is advanced with the intention of establishing the central principles and premises upon which democratic leadership in school contexts are based. These principles are derived from the findings of a study on the professional leadership culture of one school conducted by this author. The initial research was a qualitative case study that examined, through Schein's (2010) organizational culture and leadership model, the perceptions of school-level professionals regarding the nature of their professional leadership culture. Numerous findings with rich implications for democratic leadership in professional contexts emerged from the study. Based on these findings, I propose a conceptualization of democratic leadership and suggest ten strategies for its use in school contexts. Finally, I examine possibilities for the development of democratic leadership capacity in school contexts.