This research considers strategies used by school leaders to engage, involve, and support families and local communities to assist their children to become more able readers. Data were collected from five case study schools in Tasmania where participants had attended the Principals as Literacy Leaders (PALL) program. The data shows that principals used a leadership for learning approach as a means of supporting capability building in their schools in both traditional and novel ways. One area identified for ongoing consideration is the consideration of how families might be more included in decision-making about children’s learning.