With mounting calls for the justice system to declare literacy a civil right, and with a growing emphasis on accelerating reading achievement at the federal, state, and local levels, educational leaders are under increased pressure to implement practices that will not only increase reading achievement but will prove sustainable for years to come. This study aimed to assist site and district leaders in the implementation of sustainable and effective literacy practices through a systems approach to literacy. In doing so, the study examined how one exemplary district has approached literacy instruction from an evidence-based systems level. The study is an intrinsic case study employing a qualitative design. Teachers and district leadership interviewed in the study were employed at a district in the state of California, which has been identified as one of seven "positive outlier districts" in the state. Interviews and document analysis were conducted to gain insight into how the district's instructional program, pedagogical practices, teacher and staff professional development, accountability components, parent support/ communication, and the cycle of assessments and progress monitoring work synergistically to sustain an environment that is conducive to literacy success. Findings from this study can support districts seeking to implement an exemplary systems-based literacy program that can be replicated and sustained to increase student outcomes. [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.]