Purpose: The purpose of this paper is to investigate the influence of leaders on knowledge creation and mobilization. Design/methodology/approach: This mixed methods study included three high-performing districts based on provincial assessment results and socio-economic factors. Interviews and questionnaires were used to gather data from 53 participants including: 11 principals, 11 teacher leaders, 26 teachers, and five system leaders. Findings: The findings of the study emphasized the importance of leaders supporting knowledge creation and mobilization processes through practices such as engaging school-based knowledge influencers and fostering cultures of trust and risk taking. The author defined knowledge influencers as leaders, formal or informal, who have access to knowledge creating groups at the local and system level. These leaders influenced knowledge mobilization at different levels of the district. Research limitations/implications: A research limitation of this study was present based on the sole use of high-performing districts and schools. Participation was determined via comparisons of provincial assessment results (Ontario, Canada) and socio-economic status (SES) factors. Although causal effects are cautioned, districts and schools from various SES communities (high, medium, low) were chosen to support broad generalizations and associations. Practical implications: This study provided pragmatic considerations and recommendations for system and school leaders, those charged with increasing student achievement (e.g. use of knowledge influencers and an expanded array of data use while creating knowledge). Originality/value: A knowledge creation model was developed by the author based on a synthesis of the findings. The model and study will be of interest to those wishing to further implement or study the creation and mobilization of knowledge within organizations.