In the last 20 years, the United States has spent billions of dollars on policies and programs to turn around, or rapidly improve, its lowest-performing schools. Little consideration has been given to the critical role the school district plays in launching and shaping school turnaround. This case study of one mid-sized urban district's effort to prioritize a subset of its schools is one of few empirical studies about how district leadership can be intentional in the ways it supports traditionally low-performing schools. Study results suggest that district leaders can take a number of focused, bold actions to initiate system-wide change.