This case study was conducted to explore how school district leaders can foster the development of effective school libraries in which school librarians serve as instructional leaders of multiple literacies. Participants included district-level personnel and building-level school librarians. The district-level personnel consisted of those who held leadership roles in areas related to the school library program: teaching and learning, assessment, professional development, and instructional technology. Data were collected from multiple sources, including interviews, focus groups, documents, and observations. An exploratory method of coding was employed to organize the data into categories from which three themes emerged: ambiguous expectations, ability to fully engage with the instructional program, and relationships. Results revealed two main barriers that inhibit the development of an effective school library: (1) ambiguous administrative expectations for school librarians; and (2) school librarians' limited participation in the K-12 instructional program. Conversely, results demonstrated that positive relationships serve as significant supports for enabling school librarians to function as instructional leaders of multiple literacies.