Inservice training for school administrators is often characterized as sporadic rather than sustained, as topical rather then developmental, and as externally planned rather than internally developed and controlled. There is little evidence to suggest that much of current inservice activity contributes to significant improvement in administrators' knowledge and skill. The present study involved the development and testing of a model for group and individual inservice learning within "a learning community" of administrators in one British Columbia school district. Responses from participants in the initial large-group activity indicated a high level of early satisfaction with the model. The second phase of research is monitoring the progress of small learning groups, formed during the initial learning activity to pursue commonly held learning interests, to determine the effectiveness of the model as perceived by group members and other school district personnel. The present paper reviews the context and background of the project, outlines the approach to and preliminary results of the study, and notes implications for practice in the field of principals' inservice training. (Author/MLF)