Large-scale education reforms have increased accountability for districts and schools and pressure on educational leaders to improve student outcomes. Data show, however, that school improvement is not universal. Research suggests that these reforms have failed because of the fragmented approach to reform and the limited attention given to expressive relationships. This qualitative case study draws on social network analysis techniques to examine the underlying social networks of an urban school district. Findings suggest sparse network ties in all areas included in the study indicating limited expressive relationships across all levels of the district leading to isolation of leaders.