The aim of the current research study was to arrive at a theoretically grounded model of early childhood leadership training that addresses the contextual factors and organizational mechanisms that shape the dynamics between structure, process, and professional learning and development, one that can maximize available resources and address the needs of early childhood program leaders across systems. In this study, we first investigated the impact of a training model on director’s self-reported leadership skills and implementation of developmentally appropriate positive discipline and prosocial strategies in early care and education settings. Second, and more importantly, over the course of the study, we developed a theoretical model of early childhood leadership training based on iterations of lessons learned from each year of training, explorations of relevant literature, and ongoing discourse. (author abstract)