Through learning communities, schools can change to strengthen educator practice and improve student learning outcomes. So can districts. For 20 years, the authors have helped states, districts, and schools in the United States and Canada implement Whole-Faculty Study Groups, a design for learning communities. During the 2010-11 school year, they reconnected with colleagues across the United States to discover how their work with learning communities through the Whole-Faculty Study Groups design transformed the culture of schools and districts, strengthened educator practice, and improved student learning. Their experiences demonstrate three key lessons: (1) Educators must focus on outcomes and inquiry cycles; (2) Learning teams, learning communities, and schools need ongoing support and pressure; and (3) Sharing is essential. These key points support the Outcomes standard of Learning Forward's Standards for Professional Learning. The overarching goal of Whole-Faculty Study Groups is to address student learning outcomes through sustained collaboration and professional learning that deepens teachers' "content knowledge, pedagogical content knowledge, and understanding of how students learn the specific discipline" ("Learning Forward." 2011, p. 50) and engages them in learning or creating new practices to implement in their classrooms.