In this study, I explored the impact of collaboration and capacity building during the design and implementation of a teacher-developed middle grades Language Arts Literacy curriculum. Participants included ten teachers and a literacy coach. We developed skill-based thematic units incorporating identified strategies designed to increase student engagement and strengthen instructional practices. Seventh grade students comprised the primary cohort receiving instruction using the units. During Cycle IV, I expanded the initiative to include two sixth grade and all eighth grade classes. This mixed-method action research dissertation afforded me the opportunity to examine the effectiveness of my leadership. Through reflective practice, I grounded my leadership theory in transformational and servant leadership. Focusing on curriculum development, I was able to confirm that my leadership promoted teacher ownership of instruction, encouraged a shift towards student-centered instruction, and fostered the development of leadership skills among team members. Instructional outcomes realized during this project included the successful development of both a specialized curriculum and an increase in student literacy skills. Participants identified an appreciation for opportunities for teacher collaboration, inclusion in the decision-making process, and the movement towards teacher autonomy. Educational leaders, therefore, should acknowledge collaboration as an integral component of capacity building and team learning. [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.]