The purpose of this study was to gain insight into how elementary school leaders work collaboratively to foster Science of Reading instructional strategies to enhance early literacy. A multiple case study design was implemented whereby six elementary schools in the metro Birmingham area were purposely selected based on their documented increases in reading performance. Focus group interviews of 26 individuals were held, and the resulting 120 pages of transcripts were qualitatively analyzed and produced six themes. The six themes to emerge across sites were: (1) Implementing a "school culture" characterized by trust, transparency, and celebrating growth among school community members; (2) Having "ongoing relationships" yielding a sense of belonging and trust; (3) Using data-informed decisions on continuously improving school instruction to enhance overall school performance; (4) Connecting instruction and assessment to "standards" to enhance reading program coherence; (5) "Student-centered instruction" to create a learning plan that addresses each student's individual needs, and (6) Extending "SoR-based instruction across disciplines." Minimum differences were found in exploring each case study. The most notable implication is that a school leader must focus on school culture so that, over time, the buy-in and involvement of the full community is realized. Future research areas are suggested, including a longitudinal case study of a school trying to shift to a collaborative culture and begin implementing these steps to enhance reading literacy. [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.]