Educational success stories are powerful tools that shape the decisions of policymakers. This study explores the ways in which these stories are crafted and how they differ among various educational stakeholders. Using administrator and teacher interviews from a school district which earned accolades for implementation of a 1:1 laptop program, this study highlights patterns and variation in the ways that teachers and administrators made sense of 1:1 policy goals and outcomes. Findings suggest that stakeholder interpretation of policy purposes and outcomes vary, even while stakeholders rely on common evidence to support their interpretation.