Evaluation practices are continuing to evolve, particularly in those areas related to formative, participatory, and improvement approaches. Improvement science is one of the evaluative practices. Its strength is that it seeks to embrace stakeholders' and frontline workers' knowledge and experience, who are often tasked with leading improvement activities in their organizations. However, very little guidance exists on how to develop crucial improvement capacity. Evaluation capacity building literature has the potential to fill this gap. This multiple methods case study follows a networked improvement community's first year in a public education setting as network leaders sought to build capacity by incorporating Preskill and Boyle's multidisciplinary model as its guiding framework. The purpose of this study was to better understand how to build improvement science capacity, along with what facilitates implementation and beneficial learnings. This article ends by reconceptualizing and extending Preskill and Boyle's model to improvement science networks.