Becoming a competency-based school or district requires support from diverse stakeholders. While there are many possible starting points, many leaders advocate an inclusive process to develop a profile of a graduate with the knowledge, skills, and dispositions the community believes every graduate should have. This process typically highlights the shortfalls of the traditional approach and provides a rationale for transformation. Whatever route a school or district follows, extensive multi-year efforts are required to carry out the deep changes to school structure, culture, and pedagogy needed for high-quality competency-based education systems.