Leadership is key in the success of any reform, especially one as ambitious and complex as that in Philadelphia. "The case of Philadelphia is noteworthy as an exemplar of the implementation of paradigm-breaking new reforms in the governance and delivery of urban education." This report follows the first five years of the state takeover and the role of leadership. It examines the dynamics of leadership in this changing school district by examining the interaction of the new governance structures, the political and policy context, and the leadership styles and actions of key players. It argues that the district's leaders, during the first four years of state takeover, calmed the political waters and capitalized on the national and state policy context created by the No Child Left Behind legislation, and managed an infusion of state and city dollars to Philadelphia to build legitimacy for their reform agenda. The report concludes with a discussion of the ways in which the leadership was successful in establishing the legitimacy of the new governance structures, of the leaders themselves, and of their reforms. It also highlights areas that still need work within the leadership structure. (Contains 37 footnotes.) [This paper was prepared for the: Laboratory for Student Success at Temple University, Center for Research in Human Development and Education, Philadelphia, PA.]