Purpose The purpose of this paper is to analyze current literature on building professional capital, interpreted through the lens of Alberta educators. Through reflections on their field experiences, the authors aim to provide leaders with realistic strategies for developing professional capital, that rely on effective collaborative leadership, professional development (PD), and adult learning. These strategies can be incorporated in a variety of individualized school contexts. Design/methodology/approach Data are interpreted from literature to inform the inquiry into professional capital, focusing on defining effective strategies for attaining professional capital within publicly funded schools in the province of Alberta. Findings Insights are provided for school-based leaders in developing strategies to build professional capital as a means of twenty-first century skill attainment, which includes the transformation from a traditional mindset to innovative teaching and learning practices. Three important elements emerged from the literature review for educational leaders to consider in developing effective professional capital: collaborative leadership, PD, and adult learning. Research limitations/implications Lack of time and funding are most frequently reported as obstacles to implementing professional capital in schools. A number of effective strategies are presented to assist school-based leaders in tackling these hindrances. Originality/value In building professional capital, including human, social, and decisional capital effectively, leaders may embark on incorporating the three focal elements presented in this paper, with an awareness of their staff’s strengths, needs, and pedagogies.