Gaining expertise in leadership requires time, commitment, an adequate knowledge base, and a working plan for learning and growth. Without a plan for learning, only tacit or "how-to" expertise is developed. Leaders often know how to solve the problems facing them, but they fail to analyze and act on the underlying causes. This results in administrators dealing with the same types of problems day after day. The premise here is that most underlying causes are deficits in one or more of the essential skill areas of leadership. If the school leader begins to ask questions, reflect, and take positive action to improve skills, similar problems will be less likely to occur. The skills to be developed for a high level of expertise and success are: (1) vision; (2) decision making; (3) communication; (4) conflict and issue resolution; (5) motivation; (6) leading groups; (7) leadership styles, power, and ethics; (8) culture and climate; (9) change; and (10) evaluation. This article includes summary highlights, key findings, reflective questions, and recommendations for action in the first five areas. With study and practice, school leaders can begin forming the habit of assessing their leadership knowledge and skills, and finding root causes for many of the problems they face daily. Uncovering root causes gives the leader an opportunity to take constructive actions that result in greater effectiveness, efficiency, and overall quality of life within the school. [For Part 2 of this series, see EJ844942.]