In the spring of 2019, the Center on Education Policy (CEP) at the George Washington University conducted interviews with leaders from five school districts that differed in key characteristics. The aim was to learn about districts' efforts to implement the requirements of the Every Student Succeeds Act (ESSA) for using evidence-based approaches to improve low-performing schools. Under ESSA, states have more power than under previous iterations of the Elementary and Secondary Education Act to identify which schools are low-performing, and school districts have greater latitude to decide on strategies to improve these schools. This report summarizes the findings from those district interviews. A companion CEP publication issued in April 2019, State Leader Interviews: How States Are Responding to ESSA's Evidence Requirements for School Improvement, describes findings from interviews with state officials about how states are implementing ESSA's evidence requirements. [For the companion report, see ED597203.]