This study aims to explore school administrators’ perceptions of their roles in organizational learning processes. In this phenomenological study, interviews were conducted with 30 school administrators in Ankara, Turkey. The data obtained through semi-structured interviews were analyzed descriptively and evaluated within organizational learning processes. School administrators’ roles in organizational learning processes were examined in three categories: information acquisition, information distribution, and information integration. The results show that school administrators support teachers in acquiring information and focusing on activities that will increase new learnings. Besides, school administrators facilitate disseminating information by engaging in activities that will bring teachers together at school. Moreover, school administrators focus on the school culture to institutionalize new and shared learning and make them permanent by ensuring that shared learnings were repeated frequently with various activities at school. This study contributes to the relevant literature by examining the phenomenon of organizational learning, which is frequently studied as a subject in educational organizations but lacking in organizational learning processes within the scope of the managerial role.