The ultimate goal of curriculum reform is to improve student learning through better teaching practices. One way to improve these teaching practices is to develop stronger instructional systems and support systems. In particular, supporting teachers with a mix of reform-oriented, standards-based instructional materials and effective professional development focused on transforming their beliefs and practices adds up to a powerful combination for improving instruction. Districts can develop better support systems by building improvement infrastructures that include resources and people (such as professional development providers, coaches, and curriculum specialists) that are positioned and funded to improve the system and its instructional supports (St. John 2002). Curriculum leadership defines a key piece of the improvement infrastructure. This chapter describes the knowledge, capabilities, and ways of thinking and acting needed by leaders of professional development and curriculum reform.