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At the time of this study, New York City’s School District 100 (SD 100), a pseudonym, faced high principal turnover. The purpose of this qualitative case study was to explore the adjustments made to organizational supports at SD 100 to improve the experience and capacities of new principals. The aim of this study was to increase new principal persistence. Four theories of adult learning and organizational change informed the intervention design Drago-Severson’s adult learning theory, Heifetz and Linksy’s adaptive leadership theory, Wenger’s Social learning theory and situated learning theory, and Little’s joint work theory. Using an improvement science approach, two drivers were initially identified: (a) increasing new principal satisfaction and (b) reducing isolation and loneliness. A year-long principal professional learning community (PPLC) was implemented in the 2022-2023 school year for 17 principals with less than three years of experience. The PPLC used book study with Fullan’s Three Keys to Maximizing Impact and Aguilar’s Coaching for Equity: Conversations That Change Practice. New principals practiced the improvement science process by addressing a shared problem of practice, building the capacity of attendance teams, in a single PDSA cycle. They then created individual problems of practice and implemented interventions. Principals expand their leadership capacity, influenced by several factors—the logistics of the PPLC sessions, session norms, participant vulnerability, quality of engagement, collaboration, community building, and implementation of learning outside of the PPLC. Several best practices for PPLCs emerged out of this study: (a) use of icebreakers, (b) incorporating readings, (c) learning activities including intervisitations; (d) engagement through discussion, and (e) self-reflection.