Administrative leaders in traditional schools have failed to manage resources, implement best practices, and successfully integrate information communication technology (ICT) platforms into K-12 programs. The purpose of this qualitative, transcendental phenomenological study was to explore and discover the lived experiences of administrative leaders who have been successful in their integration of ICT platforms and best practices in K-12 smart schools. This study was framed by two concepts: (a) building digital capacity in smart schools and (b) ICT platforms integration in smart schools. Both concepts were theoretically grounded in social cognitive theory and system theory. Data were collected in semi structured interviews with seven school administrators who met inclusion criteria; data were analyzed using a modified van Kaam method. Ten themes emerged: (a) lead by example, (b) establish a shared vision with school system stakeholders, (c) building team cohesion and trust to accomplish a goal, (d) support teachers' identities for building ICT, (e) support students' identities for building ICT, (f) staying connected and abreast of new technology, (g) teach critical thinking skills by example, (h) lead as a good listener and great doer, (i) lead to succeed ICT program systems integration, and (j) support integration of an ICT ecosystem across the school system. Launching and properly leading ICT platforms integration in smart schools may drive positive social change by providing an invaluable support system for preparing students with learning to succeed in the modern digital classroom throughout their academic career. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]