Research on how to improve the quality of education for all students and reduce academic achievement gaps has primarily focused on individual schools (Fullan, Bertani, & Quinn, 2004). In contrast, the research published on successful district-driven strategies and processes has been comparatively sparse (Honig & Copland, 2008). To sustain long-term innovation, systems must change (Simmons, 2006) and researchers have begun to focus on district-driven reform efforts which have led to increases in student achievement (Cuban & Usdan, 2003). Key elements found to have contributed to district-driven success initiatives have been identified through several studies (Cawelti, 2001; Green & Etheridge, 2001; Kim & Crasco, 2006; Snipes & Casserly, 2004; Skrla, Scheurich, & Johnson, 2000; Togneri & Anderson, 2003). This paper discusses: (1) why district-driven success should be studied; (2) what research revealed about district-driven reform efforts that have contributed to improved student achievement results; and (3) the implications of a successful district-driven reform.