This action research takes place at a small, New England public school system in Hopkinton, MA, and was designed to build the capacity of educators by utilizing a cycle of inquiry to improve Data-Driven Decision Making. The action steps of this study established a building-based Student Learning Team at Hopkinton Middle School which, in collaboration with stakeholders and an out-of-district coach, participated in a full day of professional learning and five one-hour coaching sessions to learn about the data inquiry cycle and facilitator protocols. Qualitative data was collected through a survey, interviews, and a reflective journal collection. Fifteen participants from the Student Learning Team composed of a combination of teachers and administrative leaders from Hopkinton Middle School were in the study. This action research study compares key findings with literature that analyzes data frameworks, capacity building, and professional learning. [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.]