Leadership for Learning (LFL) recently emerged as a comprehensive framework integrating aspects of theories thus far applied in school leadership research. LFL provides the principles for practice believed to effectively deal with the increasing complexity and expectations in education. Via semi-structured interviews this paper seeks to deepen our understanding of the leadership practices and beliefs among principals in Flemish secondary education and assess the occurrence of LFL in practice. Due to busy schedules, little time remains for principals to continuously focus on learning and teaching. This issue might be resolved by strengthening learning climates, sharing leadership, and fostering dialogue and a sense of shared accountability.