This paper reports on a four-year study where campus leaders used collaborative inquiry twinned with generative dialogue to facilitate teacher growth in order to improve the teaching and learning of reading in a school where reading results were already strong. The paper contributes to the school improvement literature by capturing the two main cycles-of-inquiry that emerged during the study. It also found that teachers improved their teaching and assessment of reading through: their intentional teaching of phonemic awareness, fluency and comprehension; offering students choice in their reading materials; and ensuring their assessment practices were based on standard criteria applied across all classrooms. This study concluded that when visionary leaders facilitate collaborative-inquiry twinned with generative dialogue, school improvement can occur.