This study sought to determine how a social learning model that builds defined leadership competencies and requires high-potential assistant principals to engage in adaptive work could produce more quality school leadership candidates. Through the case study, the action research team was able to define systemic competencies needed to be a successful school and/or district leader, and also investigated how engaging in adaptive work as an assistant principal better prepared candidates for a future role as principal. By doing so, this research attempted to solve the problem presented by a leadership shortfall within one district created by a lack of systemic leadership development, an increased need for leaders possessing technical and adaptive leadership competencies, and increasingly high principal turnover rates. Many of the problems in this district are attributed to leaders and authority figures, as if they were the cause of them, and although people in authority may not be a ready source of answers, rarely are they the source of the pains (Heifetz, 1994, p.2). Through the action research process, the study uncovered keys to success for defining a leadership competency framework and promising practices for developing locally created leadership pre-induction curriculum. Through qualitative measures, three research questions were answered and yielded positive results for the use of a social learning model focused on adaptive work.