This article reports on the experiences of teachers at a small rural school located in the North Coast region of New South Wales in Australia who participated in a school improvement project based on an approach developed over many years by David Townsend and Pam Adams in Alberta, Canada. The project involved monthly meetings between the teachers at the school, including the school's Principal, and an external leadership team who facilitated the meetings employing the processes of collaborative inquiry and generative dialogue. All participants were volunteers in the North Coast Initiative for School Improvement. Over three years, the school achieved a significant improvement in its literacy and numeracy outcomes, thereby attracting acclaim from the Department of Education in New South Wales for the excellence of its achievements. The teachers at the school attributed this success to a school improvement model based on the Alberta approach, and transported to the Australian context known as the North Coast Initiative for School Improvement. The processes of collaborative inquiry and generative dialogue were said to have taught them ways to engage with evidence, to create professional space for deep and critical self-reflection, to improve their daily work efficiency, and to promote more student autonomy in learning.