This research aimed to examine the key factors and indicators of learning leadership for secondary school principals in the northeast of Thailand. The researchers conceptualized learning leadership indicators to form a framework by analyzing documents and related previous research, coupled with interviewing five academic experts. This is followed by a survey of 780 school principals with the intention of testing the goodness-of-fit of the identified learning leadership indicators with the empirical data. Finally, the researchers analyzed the approach and guidelines for developing learning leadership skills. This study utilized a mixed mode method. The results disclosed that a total of 60 indicators were identified from nine key factors. The structural relationship model of learning leadership indicators was found to be consistent with the empirical data, with χ2 =344.241, df = 307, χ2/df = 1.1213, CFI = 0.996, TLI = 0.995, RMSEA = 0.019, and SRMR = 0.019. The guidelines of the nine key factors with high factor loading indicators, include the criteria for enhancing the aims and objectives, the strategies involved by self-directed learning, workshops, training, benchmarking, and action research. The developmental procedure encompasses the identification of need assessment, strategic planning formulation, technique selection, implementation, and monitoring and assessment. The findings contributed significantly to the knowledge with regards to proposing guidelines and approaches that will guide secondary school principals in their quest to become efficient learning leaders.