Because learning from failures is just as important as learning from successes, we used qualitative case study data gathered in the Netherlands and the United States to examine instances in which data teams struggle to contribute to school improvement. Similar factors in both the Dutch and U.S. case hindered the work of the data teams, such as data use focused on accountability instead of improvement. Some hindering factors were more context-specific. Learning why, how, and when data use efforts do not go smoothly provides an important contribution to research and practice.