This study aims to determine different perspectives on leadership for learning (LL) in current education settings. To find effective way to tackle the issues, we selected 51 participants based on voluntary basis from elementary schools in Taiwan. There are 23 (45.1%) principals and 28 (54.9%) teachers; with gender differences, male is 23 (45.1%) and female is 28 (54.9%). Using self-designed fuzzy questionnaire, we employed means and Wilcoxon rank-sum test (WRST) to determine the different perceptions of leadership for learning between principals and teachers. The findings reveal principal perceived higher LL than did the teachers, while the gender did not display significant difference with WRST. The specific dimension differences have been tested. This study suggests enhancing teachers’ knowledge of leadership for learning and encouraging participated in school activities enthusiastically for better student learning.