In 2008, the Ministry of Education in Manitoba, Canada approved a $1.8 million grant for a major three-year pilot project entitled the Student Success Initiative (SSI) designed to support schools facing barriers to success. Six schools with lower-than-average graduation rates in Manitoba from urban, rural, and northern communities were invited to participate. This initiative is part of Manitoba's "All Aboard Poverty Reduction Strategy" whose aim is to improve student success in schools. In 2009, Fullan, Cuttress, and Kilcher identified eight drivers that are essential to promoting effective and sustainable educational innovation: (1) engaging people's moral purpose, (2) building capacity, (3) understanding the change process, (4) developing cultures for learning, (5) establishing cultures of evaluation, (6) focusing on leadership for change, (7) fostering coherence making, and (8) cultivating tri-level development. In this paper, Manitoba's SSI project serves as a reflection point for exploring Fullan et al.'s framework. It is used to inform the discussion around how government, university, and school division partnerships can enable and extend each of the drivers identified. We hope to shed some light on what has worked within the SSI project through tri-level collaboration and how this model can be used to further promote educational change and enhance leadership and capacity building for other schools.