The authors examine the developmental process by which a reclaiming environment was created in an alternative program for students designated emotionally disturbed. Efforts to identify the impetus for change, specific actions, and the ongoing evolution of the program's philosophy are discussed. The current environment is examined in the following areas: staff-to-student interactions, student-to-student interactions, staff-to-staff interaction, physical features of the program, and policy shaping and execution. Finally, suggestions for beginning the process of implementing the Circle of Courage philosophy into a school setting or program are identified.