Elements of strength-based pedagogy are evident in current practices being implemented in Canadian schools as well as internationally. Classroom teachers appreciate the importance of creating a positive learning environment for students where the latter feel a sense of belonging, choice, and self-efficacy toward their learning (Deci & Ryan, 2008; Rickabaugh, 2016). While many educators apply such practices at the classroom level, strength-focused pedagogies can be organized through the conceptualization of a unifying framework. Building on research which proposed a dual-dimensional approach to student support services, this article explores the role of school leadership in shifting a school's culture toward one that values, identifies, and leverages the strengths of students and educators to promote flourishing within their schools. Employing an Appreciative Inquiry action research design (Cooperrider et al., 2000; Stowell, 2012) to engage research participants, this study used Keyes' (2002) dual-dimensional model as a lens through which to investigate the application of strength-based concepts and practices within school and classroom settings.