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This qualitative comparative case study investigated the leadership role filled community school coordinators in three well-established community school contexts over a period of three years. Informed by organizational boundary spanning theory, this comparative case study found that CSCs engaged in four boundary spanning behaviors: coordinating, convening, championing the work, and documenting progress. After developing a comprehensive understanding of CSCs as leaders, we provide guidance for how to better support them in their work and contribute to the success of community school initiatives.