This article explores the leadership of school principals with respect to faculty study group development as a key element of the professional learning community. Questions asked concern the approaches that principals use to facilitate study group processes that, in turn. foster teacher learning and student achievement, and ways in which principals might best support the integration of schoolwide faculty teams and school-university partnerships. For this writing, the authors analyzed research on the principal's role in facilitating and maintaining the study group as a strategy of embedded professional development. They also reviewed the research on partnerships that supports study groups as a strategy of professional development and school reform. Referencing literature and real-world examples, the authors offer conceptualizations and illustrations of the principals' role in supporting the professional learning of their faculties.