For decades, school district offices, superintendents and school boards have been cast as "villains" in the drama of school reform and raising student achievement. This article presents research encompassing a different view of district leadership as the possible "hero" in these efforts. Recent studies by Harvard University (2007), Springboard Schools (2006), Mid-Continent Research for Education and Learning (2006), Marzano and Waters (2006), and The Wallace Foundation (2005), provide an insightful view of those best practices that support school and district wide improvement efforts. This article summarizes the key findings of each study and their similarities that include: (1) leadership, (2) coherence and alignment, (3) focus, (4) people resources, (5) teaching and learning and (6) balanced autonomy. The studies provide clear implications for programs that prepare future leaders in educational administration.