Administrative demands, crisis management, and political challenges often strand superintendents miles away from the day-to-day work of teachers and students in the classroom. Even when superintendents strive to focus their work on the instructional core--the interactions among student, teacher, and content--those same commitments and crises conspire to keep them in their districts, unable to share what they are learning or get advice and assistance from like-minded peers in other districts. To combat this isolation, the New Jersey Network of Superintendents brings together a small group of superintendents one day each month to engage in instructional rounds and activities in which they identify and address problems of practice in their districts that focus on issues of instruction and equity. Beyond the opportunities for peer-based support, the network aims to enable superintendents to improve classroom practice and learning outcomes for all students in their districts. Although superintendents may not have a direct influence on day-to-day practice inside classrooms, the network highlights three avenues through which superintendents can impact the instructional core: (1) Personal interactions; (2) Resources; and (3) Routines and practices. In this article, the authors trace how the ideas, resources, and routines emphasized in the work of the New Jersey Network of Superintendents combines with other factors to influence the instructional core in one district. The story of this district illustrates the possibilities and the challenges superintendents face when they commit themselves and their districts to systemic work on instruction and equity.