The most significant element of schools, i.e., the building block of educational system, seems to be school administrators. Learning motivation, perception and level of school principal and vice-principals are considered as significant for the success of educational system. This study was conducted in order to analyse Professional learning perceptions of school administrators at different career phases. The study was structured with a qualitative approach. The study group consists of 15 school administrators. In-depth interviews were utilized in order to gather data. Semi-structured interview forms were used as data collection tool with respect to professional learning process. Categories and themes were created following content analysis for the assessment of qualitative data. As a result of the analysis of qualitative data, it seems that professional leaning levels of school administrators differ based on career phases. Three different themes were obtained following the content analysis of the data gathered thereof. These themes were identified as follows; School Culture Based on Professional Learning, Professional Learning within the Context of Professional Administration and Professional Learning within the Context of Reflective Thinking