A growing body of research has emphasised the importance of school leadership for quality improvement in schools, which reinforces the importance of school leaders’ continuous profes- sional development in working life. However, less is known about the professional development of experienced principals. Against this background, the purpose of this study is to examine experi- enced school leaders’ sense-making of their professional learning in relation to their professional development. Drawing on sense-making theory, a qualitative case study design was adopted, and data consisted of semi-structured interviews, and course evaluations. Qualitative content analysis was performed using the Atlas 6.2 software tool. The findings showed that important sense-mak- ing for the principals related to the value of continuous professional learning and interactions with professional peers, and professional learning implications. This qualitative Swedish study can be seen as a contribution to experienced principals’ professional learning, as the professional devel- opment of experienced principals is under-researched.