This article reviews research conducted at the Center for the Improvement of Early Reading Achievement that investigated the effects of home, community, school, and teacher factors on students' reading achievement. First, we review studies that highlight the importance of positive school-home partnerships and open communication between schools and families. Then, we summarize studies investigating the characteristics of schools that were effective in teaching students to read. Leadership, collaboration in the teaching of reading and in sustained professional development, and positive home-school connections were found to be especially important. Finally, we review a large-scale, 3-year project in which a framework for change built on collaboration and reflection on teaching was used to help teachers improve their reading instruction. The school change framework was found to be effective in schools in which leadership, collaboration, and sustained professional development efforts were in place. We conclude with a discussion of the types of support that are needed within schools to help teachers improve their reading instruction to increase students' reading achievement.