Can the National Board certification process support school improvement where large proportions of students score below grade level on standardized tests? This SCOPE study examines a project that sought to seize and capitalize upon the learning opportunities embedded in the National Board certification process, particularly opportunities to learn from teaching and the relationship between teaching and student learning. As an improvement strategy, the team examined the ways that the certification process and concomitant support enriched teaching, regardless of whether or not a teacher candidate actually received certification. Researchers also studied how, if at all, this particular use of the certification process affected school culture. The team found the project had positive influences on individual teachers and the schools in which they worked. This brief summarizes the project setting and participants, findings, and recommendations. [For the full report, see ED574643.]