The purpose of this embedded-descriptive single-case study was to provide insight into one prekindergarten school's efforts to build teacher capacity in foundational skills. An embedded-descriptive single-case study was a suitable design for the study because the researcher could not manipulate the school's efforts; the setting was contemporary and involved real-world events. Servant Leadership Theory (SLT) was the theoretical underpinning of the study and the lens used to view the transition from the school's human capital resources to the implementation of methods, strategies, and activities to build teacher capacity. Montessori instruction served as the platform for teaching foundational skills.