The present study investigated the relationship between organizational learning, department leadership, teacher leadership, job satisfaction, and engagement in a Turkish higher education language institution. It was designed as a quantitative study. 96 Turkish English language instructors participated in the research. The data were collected with four scales and analyzed through independent samples t-test, one-way ANOVA, Pearson's r correlation, and multiple regression analysis. The findings indicated that there were no statistically significant differences between the participants in terms of their genders, Bachelor's degrees, the status of masters of art, and the departments they worked, but of their teaching experiences concerning organizational learning, department leadership, teacher leadership, job satisfaction, and engagement. They also showed that there were statistically significant relationships among these variables. Besides, they revealed that department leadership and job satisfaction could predict organizational learning positively and explain the 74% of the variance in organizational learning. Department leadership can have a central role in promoting organizational learning by creating a working environment supporting and valuing teacher leadership, so English language teachers/instructors can feel more engaged and satisfied.