Professional development (PD) for school leaders is focused primarily on documenting professional learning and identifying growth areas. However, the impact of reflections related to PD on sustaining school leaders' instructional capacity remains rather unaddressed. We examined how practicing school leaders develop their instructional leadership practices through the use of the Reflection Cycle included in PD. This study was anchored in the conceptual framework of the Reflection Cycle offered by Author et al. (2001). Reflection and transformation are two central components in this framework. To this end, we collected the data through school leader participants' reflections related to PD. The constant comparative method of the data analysis led to the emergence of three major themes as to how school leaders reflect on the improvement of building instructional capacity to improve teachers' pedagogy. Our findings revealed an increased awareness of instructional leadership and decision-making as informed by the practicing school leaders' reflections. Structured reflections via the use of the Reflection Cycle show promise for enhancing school leaders' plans for transforming and improving their instructional leadership practices.