本文以個案研究法探討一個學區內的國中小校長如何透過策略聯盟，以轉化108課綱於學校（特別著重於發展校訂課程）的學習領導。以一個垂直式策略聯盟學校中的一位國中校長、三位國小校長及一位退休輔導校長為訪談參與者，於2020年3月至5月間及2020年12月至2021年1月間進行訪談，每位參與者每次的訪談時間約為30分鐘至1小時，訪談主題包括策略聯盟發展校訂課程的歷程、行政與教學團隊在策略聯盟過程中的學習、校訂課程發展成效，以及校長在策略聯盟轉化課綱過程中的學習。以質性資料的主題分析法進行資料分析，結果發現：一、策略聯盟學校校長的自主行動，激發了行政與教學團隊的主動性與能量；二、策略聯盟學校校長、行政團隊與教學團隊間的互動，產生了多層次的學習；三、策略聯盟的運作提升了各校校訂課程的品質，進而擴大聯盟資源，有助於108課綱在學校教育現場的轉化。最後，本文提供建議作為教育行政機關與未來研究參考。

Utilizing the method of case study, this paper analyzed the leadership for learning of a school district, consisting of a secondary school and several elementary schools, implementing 2019 curriculum guideline focusing on the school-designed curriculum based on strategic alliance. The research participants included one secondary school principal, three elementary school principals and one retired principal serving as a counselor to this vertically strategic alliance case. Nine individual interviews were conducted during March 2020 to January 2021. Every interview lasted for 30 minutes to one hour. Interview questions included the process of developing the school-designed curriculum utilizing the strategic alliance, the learning of the administrative and teaching teams during the process, the result of developing the school-designed curriculum, and the learning of the principal during the process. The method of thematic analyses for analyzing qualitative interview data was used in this study. There are three findings to this study. First, the activeness of the strategic alliance principals inspires the agency and capacity of the administrative and teaching teams. Second, the interactions of the principals, administrative teams and teaching teams create multiple levels of learning. Finally, the operation of the strategic alliance strategy increases the quality of school-designed curricula, the expansion of resources, and the transformation of 2019 curriculum in the school settings. In the end, the paper provided suggestions for the reference to educational authorities and future study.