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In this exploratory mixed-methods case study, I examined 24 participating principals' perceptions of using implementation science to deploy Inclusive Learning Communities (ILC) in 33 Wisconsin schools participating in a Research-to-Practice Inclusive Communities (RPIC) project. I found evidence that ILC were supported by a majority of participants. I made four meta inferences that participating principals valued the following: (1) District leadership; (2) Professional development; (3) Distributed leadership; and (4) Communication. Based on the results of this study, I recommend that district leaders use implementation science and consider the following three leadership attributes: (1) Implementation planning; (2) District implementation-team meetings; and (3) Training to support members to lead deployment at the building level. I propose further research on principals' and teachers' perceptions of using implementation science and its effects on students' academic success. [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.]