In the North Middlesex Regional School District, located in north central Massachusetts near the New Hampshire border, teachers knew that the district had urgent challenges. Isolated programs provided rigor to only some students, student achievement scores showed room for improvement, and a recent accreditation review had raised questions about the high school's scheduling, teaching techniques, and time on learning. The large high school was not seen as a welcoming place by parents and students. With such pressing needs in the district, the leadership team was confident that the solution lay in instructional improvement. In addition to the instructional improvement possibilities, the team knew that creating teacher leaders could help improve teacher empowerment, morale, and motivation. However, the district recognized that it had neither the capacity nor the experience with developing teacher leaders to provide training to teachers for these roles, as well as to prepare school leaders and the rest of the faculty for the changes these new roles would create in their work. The leadership team recognized that it would be worthwhile to invest some of its limited resources in outside help for this initiative to distribute instructional leadership and build capacity. After consultation with teachers and leaders throughout the district and with support from Teachers21, a Massachusetts-based nonprofit organization promoting educational research, policy, and practice for a comprehensive approach to professional learning, the leadership team set about creating a system that could sustain teachers' ongoing, job-embedded professional learning to lead to instructional improvement, professional renewal, and success for all students. This article describes how external partners facilitated the growth of the district's instructional leaders through sustained learning opportunities and collaborative communities.