School principals require highly effective professional learning opportunities because they must be proficient in instructional and organizational leadership to affect growth in the schools they lead. This qualitative descriptive phenomenological study aimed to examine school principals' shared experiences of a district-level school principal preparation program and its effectiveness with transformational learning. This study used transformative learning theory as the lens for analyzing and comprehending how adult learners' behaviors may permanently change as a result of participation in a professional learning program. In transformative learning theory, learning emerges through a transformative experience, which yields personal, behavioral, and perspective changes. The application of phenomenological principles aided in the recognition and identification of themes across participants' reflections. The process included purposeful criterion selection of participants, interviews, and data analysis. Data were collected and analyzed for emerging themes after the researcher conducted semistructured participant interviews after attendance at the professional learning program. The data indicated that school principals did not experience transformational learning as a result of participation in the program. Future research opportunities may include a mixed-methods study on a statewide professional learning program to gather data before and after participation or a second qualitative phenomenological study on a different school district professional learning program in Florida with a larger number of participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]