This chapter is about leading the work of introducing the LK20 curriculum, which was adopted in Norwegian schools from the autumn of 2020. We formulated the following research question: How do school leaders describe their leadership related to introduction of the LK20 curriculum in their own school? To be able to answer this question, we analyzed 38 exam texts (15 credits) from school leaders studying school leadership in the period 2019–2023. Some of the texts had ‘top-down leadership’ (instructional leadership) as the starting point for their curriculum work, but most had ‘leadership from within’ (transformational leadership) as the starting point. We found that when school leaders in the process of leading their employees discovered that they had different perceptions of the status for the development work, the leader had a dialogue with the employees. They then adjusted the course to involve the teachers more in the development work. The importance of meaning-making linked to communication, trust and psychological safety were highlighted. The challenge for many school leaders was to find a balance between a task-oriented and a people-oriented position in the development work. Diving into these texts has given us in-depth knowledge of how school leaders lead development work related to LK20 at their own school, and as a result we see that the relationship between school leaders and employees, as a foundation for well-being and security, and as motivation to get involved in the curriculum work, seems to be essential.