Using data to redesign instruction is a means of increasing student achievement. Educators in Camden County (Georgia) Schools have used data from benchmark testing since 1999. They hired a commercial vendor to design a benchmark test that is administered four times a year and use the data to generate subject-area reports that can be further disaggregated by grade, team, teacher, and student. To use data, teachers must accept the data, know what the numbers indicate, and be ready to change their instruction. Therefore, teacher leaders in each of the 12 schools organize the test data and help teachers through the stages of growth that are inherent with data usage (Trimble, Gay, & Matthews, 2005). This article discusses three steps that Camden uses to get the most out of its test data: (1) Schedule intensive data sessions; (2) Prepare data for teachers to examine; and (3) Lead teachers in data analysis. Data from benchmark tests are only useful if teachers and principals know how to use them to modify instruction. These steps can help school leaders make the most of benchmark data.