This mixed-methods case study analyzes the perceptions of participants in a year-long collaborative leadership initiative conducted at a small school district situated between larger urban districts and multiple suburban districts in a midwestern state. The initiative was facilitated by the Galileo Institute for Teacher Leadership in cooperation with a major university. Critical questions and suggestions are presented to advance what it means to be a collaborative leader. The goal of this study is to facilitate school improvement through an understanding of collaborative leadership practices that will help to redefine each stakeholder's role in public education. We also propose recommendations for specific school improvement through empowerment of collaborative leadership teams. (Contains 2 tables.)