Findings from a project that utilized student input in the restructuring of school practices are presented in this paper. The 6-month doctoral project was implemented in an urban middle school. Methodology was based on solicitation of student input about classroom practices and data collection of school and departmental issues, which resulted in policy and practice modifications. Outcomes included increased student involvement in the decision-making process and collaborative leadership. Findings point to the importance of developing a caring connection between students, teachers, and administrators; collaboration; and the value of student voices for improving student learning and staff development. (8 references) (LMI)