The demands of a changing society have placed enormous demands on schools to change to meet these demands. Technological changes over the past 25 years have impacted society and subsequently the educational environment. Requirements for accountability in meeting the needs of all students, coupled with the demands of a digital society require a change in the system of education. Some school leaders are committed to implementing needed changes. They understand the potential and role of information and communication technology, when it is coupled with a focus on learning, for developing a capacity for relevant change, while others do not. This study examines the perceptions of school leaders who continue to be involved in systemic change initiatives in the state of Kansas. The focus of this study was to determine the characteristics, activities, and behaviors that prepared them to accept their change leadership role and take action for change. The researcher designed a qualitative study that included the data collection strategies of document review, personal interviews, and focus groups to collect the perceptions of school leaders who participated in the Kansas Alliance for 21st Century Leaders (KATCL) initiative. Data were unitized and analyzed using the constant comparative data analysis process. The conclusions of the study were presented in the form of a model describing leaders learning to change. The model emphasized that in order for change to occur leadership and learning were required. The title of the model, Leaders Learning to Change, or, the L2C Model provides a summary of the essence of this research. Recommendations for future research concluded the discussion.