Much has been written about the need for both schools and leadership to be different from what they are today if we are to meet the challenges of the knowledge society.  The impact of globalization, new technologies, and the need for a well-educated society has put pressure on educators to improve opportunities for student learning.  Various restructuring attempts have met with minimal success.  The traditional worldview of schooling, based on a mechanistic model, has not been able to meet the needs for this transformation.  We propose an ecological view of the natural, social, and educator orders; a turn toward community; the social aspects of learning; a concern for professional learning; and an awareness of learning in the face of mystery. During the past four years, with funding from the Social Science and Humanities Research Council of Canada, we have been studying learning community models and leadership.  In this paper we present our some of our findings from our study.  In particular, we focus on how sustainable learning community schools have evolved and the nature of leadership that is required for the wholistic development of such schools.  For school leaders it means a shift from the focus on the leader to a focus on leadership, as well as ensuring that knowledge management opportunities are provided so that growth and learning can be sustained.