Abstract: In this study in a one-to-one laptop school, design-based research and continuous professional development enabled educators and researchers to design, implement and evaluate innovative approaches to leadership, teaching and engaged learning, curriculum design and assessment. Seven kinds of data were triangulated to understand how learning is impacted in well-designed, well-supported, one-to-one personal technology-enabled environments. A combination of formal and informal, individual and group face-to-face interviews, along with focus groups and survey questions, were used to better understand administrators, teachers, students and parents experiences in the PLI. A survey to investigate perceptions of inquiry-based learning was conducted with a sample of grade 6, 7 and 8 teachers each year. An online survey was conducted with students each year to investigate patterns of technology use and perceptions of ability with technology. Survey information was collected using an online, web-based interface and analyzed using descriptive statistics. This study yielded diverse and rich images of how school leaders, teachers and students learn with technology, and how learning evolves over the course of year. Clear evidence of reciprocal learning between school leaders, teachers and students was found each year. Implications extend beyond this school to address opportunities and challenges associated with learning, teaching, and leading with pervasive technologies in the 21st century.