This study aims to determine different perspectives on leadership for learning (LL) in current education settings. A total of 51 participants voluntarily joined this study, including 23 (45.1%) principals and 28 (54%) teachers from elementary schools in Taiwan. Of all the participants, 45.1% (n = 23) were male and 54.9% (n = 28) were female. Using the self-designed fuzzy questionnaire, we employed means and Wilcoxon rank-sum test (WRST) to evaluate principals’ and teachers’ different perceptions of leadership for learning. The findings reveal that principals had higher perceptions of LL, compared
with teachers, while the gender did not display significant difference with WRST. The specific dimension differences have been tested. This study suggests that teachers should be encouraged to enhance their knowledge of leadership for learning and engage in school activities enthusiastically.