The high achievement of students in the Johnson City School District (JCSD) in New York is attributed to three factors: (1) the mode of instruction from elementary through high school is grounded in a common theoretical base--Bloom's work on Mastery Learning and Glasser's work on Reality Therapy; (2) the teachers participate in staff development that encourages risk-free innovation and in a sense is itself an example of Mastery Learning; and (3) the administrative leadership at the district office level is focused primarily on instructional leadership, committed to aligning all facets of the district's operations in pursuit of a common set of student outcomes. This last factor has lead to the development of an Outcomes-Driven Development Model (ODDM) which has made such high academic achievement possible. The ODDM broadens the definitions of student outcomes to include far more than standardized tests, and identifies the major subsystems of the school which must be intentionally aligned in pursuit of high student achievement. This paper provides descriptions of the implementation of each of these elements in the JCSD program. (JD)