In recent years, educators have noted the critical role district leadership plays in school improvement efforts. While district leadership is a critical factor in all areas of schooling, it is particularly important in adult learning. Simply put, student learning is positively affected by the quality of adult professional learning, and the quality of professional learning within school districts must not be left to chance. Coinciding with the increased focus on district leadership, the concept of schools functioning as professional learning communities has swept across North America. Rarely has there been such widespread agreement among researchers and practitioners alike about the most promising way to significantly improve schools. This article describes how the White River School District in Buckley, Washington, used the assumptions and practices of a professional learning community in a systematic and sustained effort to improve student learning.