This article examines how, through uncovering collaborative leadership, the whole school staff is able to understand its common endeavours to support heterogeneous students' fluent learning paths. For this, a notion of distributed pedagogical leadership (DPL) is drawn upon. DPL concerns everyone in the school community, not only leaders and management. It means abandoning role, instrumental or process centricity and moving towards leadership that is characterized as the innermost qualities of a professional learning community. This kind of leadership is best described with 10 "keys" as 10 key attributes. To understand DPL in practice, quantitative data both from a nationwide Finnish survey and a case study school are analysed, with supporting qualitative data from interviews of the leadership team in this particular school. The article presents and compares leaders' and the staff's experiences of DPL with regard to transition practices in Finnish vocational education. (Contains 1 figure, 4 tables, and 1 note.)