The purpose of this paper is to explore how leaders influence knowledge creation and mobilization processes. As a basis for the theoretical framework, the researcher selected theories that informed the investigation of this influence: leadership theory, knowledge theory, learning theory, organizational learning theory, and organizational knowledge creation and mobilization theory. A pragmatic paradigm and mixed methodology was utilized as a valid and reliable approach to engaging with system leaders, principals, and educators to develop an in-depth understanding of knowledge creation and mobilization processes. Districts and schools participating in this study were selected after being identified as high-performing based on student achievement as compared to socio-economic factors. The following participants were involved in this study from Ontario, Canada: 11 principals, 11 teacher leaders, 26 teachers, and 5 system leaders. Based on the study results, four themes surfaced from the analysis of the qualitative and quantitative data: inquiry; learning beyond the boundaries; collaboration; and focus. These findings were further analyzed based on the theoretical framework of this study. The resultant significant findings are highlighted under the following themes: assessment literacy; range of data sets; marker students; system priorities; promoting alignment; and time factors.