Many reformers suggest that urban district central offices would strengthen teaching and learning districtwide if they operated as "learning organizations." But what does it mean for a school district central office to operate as a learning organization? This article draws on research about learning theory and school district central offices to outline what central office administrators' work might involve if their offices functioned as learning organizations. Practices, in broad terms, include: (1) engaging in intensive assistance relationships with schools around teaching and learning improvement, and (2) continually using evidence from the assistance relationships and other sources to inform central office policies and practices that might strengthen teaching and learning improvements more broadly. This article defines these activities with evidence from research, discusses conditions that help or hinder these activities, and raises questions for practitioners to consider in the context of their own work.