This article examines two questions: (a) In what ways can doctoral-level learning experiences help executive-level P-12 leaders to develop instructional leadership expertise and commitment to high levels of learning among diverse student groups? (b) How can educators be supported in this learning within the context of an Education Doctorate (EdD)? To explore these questions, we first draw on the literature concerning adult professional learning, instructional leadership, and the doctoral education of educators aiming for administrative roles and practice, to create a framework for examining university-based efforts to guide aspiring leaders’ learning in these realms. Then, focusing on the “instructional leadership” strand of an EdD program in which we are instructors, we examine how an appropriate learning environment can be constructed, and then illustrate the nature and evidence of learning with mini-cases of three different kinds of students who participated in the program.
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