Using data for school reform is like painting a series of pictures--pictures that are subtle and capture the nuances of the subject. This is a far cry from drawing stick figures or paint-by-numbers. Imagine the experiences of the French painter Claude Monet as he wandered through his garden at Giverny at different times of the day and year, looking at the scene from various perspectives and paying attention to different colors and textures and designs. His work was always driven by data--by the colors, textures, and images that he observed and investigated. Monet used his considerable interpretive talent to communicate a mood and a message to his audience. He did not paint one picture and call it "Giverny." He painted hundreds, each capturing different subtleties of the world he inhabited. This metaphor of Monet offers an alternative view of the way educational leaders can use data. Instead of being automatons who use data to paint-by-numbers, educational leaders can use data to produce images of their schools' educational futures. Data are the colors available to them to investigate and represent their world. Data, like colors on a palette, need a talented artist to bring them to life. So, how do administrators become competent and confident at interpreting and using data? Being an educational leader in a data-driven world, like being a capable artist, requires a positive orientation toward using data and the ability to interpret and use data. In this article, the authors suggest that school leaders should develop an inquiry habit of mind, become data literate, and create a culture of inquiry to be able to lead schools effectively in a data-rich world.