Leadership is regarded a crucial aspect of effective schools. Internationally, the concept of Leadership for Learning has received significant attention over the past years. Leadership for Learning is viewed as being focused on outcomes and puts the students’ acquisition of competencies in the center of all efforts. Leadership for Learning does not only aim at the level of classroom instruction, but the learning of teachers as well as organizational learning in the sense of capacity building. Consequently, this approach goes beyond classic leadership theories (i.e., instructional leadership), overcoming perspectives focused mostly on the principal or the classroom. However, although it is used in international large-scale comparative studies, the concept of Leadership for Learning is so far fairly unknown in the German-speaking area, as opposed to the anglophone countries. Thus, the concept of Leadership for Learning and its theoretical foundation are introduced in this article. Furthermore, findings of research on Leadership for Learning are reported. Finally, an agenda regarding future research on Leadership for Learning in the German-speaking area is developed.