The "Quality Practice Project" (QPP) is the National Association of Charter School Authorizers' (NACSA's) multi-year research initiative to identify what high-performing authorizers do to achieve stellar student and public interest outcomes. Participants and researchers collaboratively investigated the perspectives and practices of high-performing authorizers compared with a sample of authorizers achieving moderate, but not weak outcomes. This first-of-its kind research and NACSA's report based on its findings are an important step toward developing a more evidence-informed connection between practices and outcomes. At the heart of this research is the close-up study of a small group of authorizers chosen for the strong outcomes of their portfolios of schools. By spending significant time on the ground with these five authorizers--studying, observing, questioning, learning, and cataloging--NACSA has significantly expanded knowledge about what great authorizing looks like. The process involved document reviews, artifact reviews, multi-day on-site visits, interviews with authorizing institution members, and interviews with other key stakeholders in the authorizer's context (e.g., charter associations, school leaders). The result is tangible examples of the authorizer practices associated with high-quality charter school portfolios. This report presents snapshots of each of the five case studies--The State University of New York's Charter School Institute (SUNY); Metropolitan Nashville Public Schools; Massachusetts Department of Elementary and Secondary Education; Washington, D.C.'s Public Charter School Board; and Thomas B. Fordham Foundation--which are available in full on the website (http://www.qualitycharters.org/research/quality-practice-project/). Each sketch highlights examples of three essential elements in action in that particular authorizer's office: leadership, commitment, and judgment.