Scholars and educators have long considered how schools can foster deep learning that supports the academic success and holistic development of all students. Yet, with the grammar of schooling that governs U.S. schools, educators often encounter institutional, political, and normative barriers that stifle efforts to redesign school environments, making substantive change fleeting and even sustaining practices that are antithetical to what research has identified as meaningful and enriching pedagogy. Given the elusiveness of change, this study learned from organizations that have managed to push against these trends in reform. Using a nested case study design, researchers examined the systems and structures three school networks built and leveraged to instantiate and sustain "deeper learning" in their schools across the U.S. Data suggests that the networks attended to multiple and reinforcing dimensions of scale in growing their schools. These included securing policies and developing infrastructure necessary for long-term success, cultivating local partnerships and buy-in, implementing rich professional learning systems, and maintaining an adaptative orientation to address local needs and emerging challenges.