INTRODUCTION A growing body of research has emerged related to moving beyond the barriers to evidence-based practice (EBP) toward implementing strategies to successfully implement and sustain EBP in organizations (Melnyk, 2007). Through this work, the concept of organizational context has emerged as critical to success. Evidence-based practice context has been defined as “the specific environment in which implementation, utilization, and creation of evidence may take place” (McCormack et al., 2002, p. 101) and has been described as including three characteristics: organizational culture, leadership, and measurement or evaluation. More recently, Dogherty et al. (2013) found that contextual factors exist at four levels: individual, environmental, organizational, and cultural and “influence facilitation of evidence-based practice in real situations at the point-of-care” (p. 129). Researchers have identified aspects of context supportive to implementation of EBP, including creation of a culture where EBP is valued and expected, where dialogue between administration and staff is prevalent and opportunities for collaboration are encouraged (Cummings et al., 2008). Additionally, development of practitioners’ EBP knowledge and skills, availability of resources, including access to EBP mentors (Melnyk 2007), and adequate staffing and time; to review and implement evidence are critical (Melnyk, 2004; Rycroft-Malone, 2005). Finally, developing nurses’ skills to negotiate organizational complexities is important to successful integration of evidence into nursing practice (French, 2005). The American Nurses Association Scope and Standards for Nurse Administrators states that nurse administrators are responsible to “integrate research findings into practice” and “create a supportive environment with sufficient resources for nursing research, scholarly inquiry, and the generation of knowledge” (American Nurses Association, 2008, p. 41). Newhouse (2007) states that nursing leaders are a “significant force in the success of EBP because they allocate the human and material resources that provide the context for nurses’ work environment and shape the culture for resource use” (p. 21). The role of the nursing leader in creating the context for implementing and sustaining EBP has been clearly articulated in the literature, yet challenges in the “real world” often seem daunting and beg the following questions: “What can one leader do to make EBP the foundation of practice in a real world setting?”; and “Can one leader positively affect change in a setting that has a long history of paternalistic decision making and power, which is deeply steeped in traditional nursing hierarchies and roles?” The answer is yes, one nurse leader can influence the context and the culture of an organization to support a transformation to an EBP friendly facility.