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Data driven decision making is a central concern of school and district leadership, as organizations work to facilitate strong evidence-based conversations to help teachers build capacity to inform instructional improvement. However, throughout the current theory of action for data use, little attention has been paid to how teachers and leaders access and use data from Instructional Data Warehouses (IDW) to combine with knowledge to inform decision making. The purpose of this qualitative case study is to describe teacher and leader views of data use in schools across a typology of data use. Our results describe how teachers and leaders find the data that inform their decisions and feel supported in that work, through interactions with the IDW, colleagues, and administrators.