School climate is important for continuous improvement. California's LCFF requires districts to report on school climate and use data to inform decision making. Qualitative data, derived from an explanatory sequential mixed-methods study, explored three belief constructs and sub-groups by response patterns. Education leaders have a range of beliefs that influence policy implementation, and they need quality data to guide meaningful change in efforts to meet increasingly diverse needs of students. To capitalize on the opportunity inherent in the LCFF, leaders must believe it is important, have the capacity to use data, and trust the data.