Given the demanding and complex nature of the principalship and the need for innovative professional development experiences that enhance principals’ knowledge, skills, and capacities, this qualitative practitioner research dissertation engaged 16 public school principals and four central office senior leadership team members working in a large, urban school district in conversations on principal networking, peer-to-peer learning, and professional development. Findings (a) reinforced the importance that principals place on peer-to-peer learning; (b) described from and with whom and how principals learn and share knowledge and what they gleaned from these interactions; and (c) highlighted stakeholders’ desires for more opportunities that facilitate principal networking and peer-to-peer learning and the absence of a clearly defined and communicated vision or goal for principal professional development throughout the participating district. To cultivate principals’ social capital and to support their knowledge and practice through principal peer-to-peer learning, the researcher recommends that districts (a) create opportunities for and encourage principals to lead formalized professional development; (b) increase the amount of time principals spend in networked meetings; (c) incorporate learning walks, instructional rounds, and observations for and of principals and their practices; (d) invest in the development of aspiring and first-year principal programming and coaching and mentorship programs; (e) initiate informal opportunities for principals to strengthen their social capital outside of traditional settings; and (f) develop and publish an explicit vision for principal professional development. Insights from this dissertation revealed meaningful, authentic, and pragmatic next practices for formal and informal learning and professional development experiences for school principals.