This article describes how Balgowlah North Public School, a co-educational government primary school situated in metropolitan Sydney, New South Wales (NSW), Australia undertook a whole-school cultural transformation with a particular focus on moving beyond the teaching of English by focusing principally on literacy with a heavy emphasis upon grammar and text types, towards a focus on quality children's literature--without in any way compromising the necessary emphasis on the explicit teaching of literacy skills. It undertook this transformation in response to an evaluation of the school, as part of the NSW Department of Education and Training's "continuous improvement" policy. An extensive survey of parents, students and staff in 2006 had revealed that the school's culture did not sufficiently acknowledge the value of learning for all students and staff. In order to transform the culture, the Principal and staff undertook a three-year professional learning plan, based on an unwavering commitment to improving student learning outcomes, and developing and maintaining teacher quality at the school. Central to the plan has been implementing the NSW Department of Education and Training's Quality Teaching policy. The whole staff has also engaged in developing creative ways of deploying digital technology across the curriculum, but particularly in English. This article explores the processes undertaken by the Principal and her staff to achieve the cultural transformation. (Contains 1 note.)