This paper draws on data from a recent multi-method study exploring knowledge management in support of district-level instructional renewal (Edge 2005). The data for this paper come from a strand of inquiry that examined the perceived impact of literacy teacher leader LC Networks in support of improved in-school implementation of the early literacy initiative. First, the paper presents an overview of the District, the Project and the general details of the LC Networking initiative. Second, a review of current research on teacher leadership, communities of practice, and networks of practice frames our data collection and analysis. Third, the authors introduce the methodology developed and employed within this research. Fourth, they present their findings including: (a) the overall structure of the LC Networks; (b) the perceived impact on professional learning; and (c) the required support and accountability. Finally, they highlight the implications for community of practice theory and districts working to improve teacher leadership and cross-school LC Networking in support of improved student achievement.