Data use has become a priority in educational systems throughout the world under the belief that rational instructional decisions can be tailored to individual learner needs. Despite increasing expectations for school principals to be instructional leaders, there is little evidence that they -- or other system or school leaders -- are responsible for anything more than ensuring structures are in place for teachers to work with data. In this study, we analyze interview and observational data collected over the period of 1 academic year in four elementary schools in one rural school district in the United States. We consider results through a conceptual framing of collective leadership to understand how leaders across district, school, and classroom levels do or do not support data use in the school system. Among our findings, data use is espoused and portrayed but generally unsupported. Data team meetings and structures are embedded in school cultures, but they are mostly managed and routine, prioritizing expediency and process over instructional adaptation or response. As a result, we conclude that the establishment of data team meetings and related structures is critical but insufficient to improve instruction and increase student learning.