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This case study reflects the experiences of a seasoned high school classroom teacher and department head who successfully gained principalship accreditation. Her practicum experience entailed assuming the role of team leader to facilitate the collaborative development of a new school-wide digital literacy policy. Her leadership experience was informed by and interpreted using three theories: professional socialization, system leadership and principal leadership. This interpretive exercise affirmed the efficacy of these three theories in the field. Both leadership development and policy evolution processes and insights also emerged as valuable contributions to the literature. The case findings should be of interest to educational leadership scholars, principal-qualification curriculum designers, and educational practitioners entertaining the idea of learning a new profession.