A substantial amount of research shows that teacher collaboration and a collaborative school culture can significantly increase student achievement. However, long-standing norms of teacher isolation create a significant barrier to this endeavor. The increased popularity of Professional Learning Communities has helped education move away from these norms of isolation. However, studies show that isolation is still very prevalent in the United States. School leaders need to put structures in place to combat teacher isolation. In addition to PLCs, structures, such as peer coaching, team teaching, teacher induction programs, and ongoing, job-embedded professional development, can help to promote a collaborative work culture and improve teaching and learning. However, just putting structures in place will not create a collaborative culture. School leaders need to develop this culture. This research is a case study of an award-winning elementary school with a strong collaborative culture. The results of this research show that school leaders can put systems in place and develop a collaborative culture that can significantly influence student achievement. The efforts of this school leader can be a blueprint for other schools that wish to move teachers away from isolation and toward a more collaborative culture. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]