The notion of leadership for learning as a resource for improving student learning in schools has attracted much attention from scholars. However, its use lacks clarity or meaning for teachers implementing this concept in schools. In seeking to pursue a better understanding of leadership for learning based on a comprehensive review of relevant literature a scaffold of key themes was established. This scaffold shows leadership for learning as a liberating process in which whole-school communities actively engage in purposeful interactions that nurture relationships focused on improving learning. In examining the extent to which this conception of leadership for learning was evident in schools, a survey was developed and tested for its veracity. This article presents the results of factor analysis and importantly, introduces two themes not originally included in the scaffold.