State legislatures and education agencies have increasingly been turning to high-quality instructional materials (HQIMs) as a key lever for systemic improvement of student learning. Louisiana's accomplishments in this area have been particularly noteworthy, evidenced by modest improvements in student outcomes, "large and intriguing differences" in Louisiana teachers' behavior compared with other states, and high rates of adoption across districts statewide. The Council of Chief State School Officers (CCSSO) estimates that 99% of middle and high school students in Louisiana now have access to HQIMs, and research has shown that this access will have statistically significant effects on these students' future outcomes. Louisiana's success established the state as "the progenitor" of CCSSO's High-Quality Instructional Materials and Professional Development Network, which aims to support other states in implementing similar changes. Louisiana's approach serves as an instructive example for good reason. By avoiding mandates and requirements, state leaders at the Louisiana Department of Education (LDOE) successfully navigated political tensions and local control concerns -- common challenges that state education agencies (SEAs) encounter during policy implementation. Additionally, LDOE's reforms originated in administrative rather than legislative change, with many of the changes only codified into law years later. The enduring impact of these reforms demonstrates how strong implementation can drive future policy change, inverting the typical legislative-driven reform model. This case study focuses on three particular phases of implementation in which LDOE excelled and that drove their success: Purposeful Policy Design, State and Local Coordination, and Rollout and Monitoring.