The purpose of this chapter is to share findings from a qualitative research study designed to explore district-level support of the professional learning community process within and across all district schools by supporting teacher collaborative practices. This case study describes a district transformational process based on data gathered through qualitative methodology including observations, document analyses, and individual and focus group interviews. It illustrates the re-culturing of a district as a professional learning community and the overall district transformation to a culture of learning centered on district and school level administrators' collaborative work with teachers to sustain a strong professional culture fostering ongoing learning for all. The district's first attempts at school improvement efforts were to engage teacher leaders at the district level, knowing the importance of a high-quality classroom teacher. One key responsibility of the principal is to reduce the disparity of instructional quality from classroom to classroom within the school.