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What does it take to prioritize science instruction in an elementary system? In this article, we'll examine three transformative leadership practices underway in a Title-1 school district in Central Phoenix and their role in shifting the district culture from little-to-no science instruction for elementary students towards a burgeoning commitment to phenomena-based science teaching and learning. We describe how a focus on allocated and reinforced science instructional time, high-quality literacy-rich science instructional materials, and coordinated opportunities for teacher professional growth worked in concert as crucial elements to enact systems change. [ABSTRACT FROM AUTHOR]