Linked Learning is an approach that has proven effective in transforming the learning experiences for high school students. An instrumental case study was conducted in a large urban district in Southern California where district and school leaders implemented Linked Learning as a systemic high school reform initiative. Analysis of the data obtained by conducting individual interviews with district leaders, principals, and Linked Learning pathway led teachers revealed five elements that were instrumental in implementing and sustaining Linked Learning as a strategy for high school transformation: (a) there existed a culture of commitment and collaboration in the district; (b) district leaders created organizational structures and administrative positions that supported the Linked Learning work principals and teachers were doing at their schools; (c) district leaders including the superintendent took specific actions that demonstrated a high degree of commitment to Linked Learning as they engaged all stakeholders; (d) district leaders created and sustained a cohesive systemwide professional development plan focused on the Linked Learning essential elements; and (e) there has been a steadfast focus on transforming students' learning experiences and ensuring that a greater number of district graduates have experienced industry workplace learning and are prepared for college and a career. District leaders who may be considering improving the outcomes for high school students could look to Linked Learning as a transformation strategy, if they have the support from all stakeholder groups in their communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]