In an effort to intentionally create the level of deep learning necessary for practitioners to make meaningful changes in their classrooms, professional networks are increasingly being promoted as mechanisms for knowledge creation that can lever the kinds of changes that make a difference for students. This paper explores the way networks function by testing a theory of action within England's Networked Learning Communities (NLC) Programme. It presents networks as collaborative systems that support particular ways of working and find expression within 2 distinct organisational units--the network itself and its participant schools. The key networked learning enablers of (a) changed thinking and practice and (b) pupil achievement are identified and described. (Contains 1 note, 6 tables and 1 figure.)