The aim of this study was to examine experienced school leaders’ sense-making of their professional learning in relation to their professional development in Sweden. A case study design was employed, and semi-structured group interviews was conducted as the main empirical data. Preliminary results show that school leaders perceive that the course and the continuous professional learning in it have contributed to the development of their leadership in the profession. Collective learning through literature processing, reflections, inquiries in one's activities, and collective learning with other school leaders are presented as important aspects that have contributed to in-depth knowledge and development in the profession as a school leader.