This report from the Learning Policy Institute reviews the research literature since 2000 to understand the elements of high-quality programs and learning experiences that have been associated with positive outcomes, including principals’ sense of preparedness, efficacy, and reported practices; staff perceptions of school climate; teacher retention; and student achievement. It also examines the extent to which principals have opportunities to participate in learning experiences with those elements and the policies that drive both the development of high-quality programs and access to them.