This article focuses on the outcomes in one of the three Greek schools participating in the "Carpe Vitam: Leadership for Learning" project based at Cambridge University. It focuses on the data obtained from teacher and student interviews and uses a framework of analysis based on two qualitative methodological approaches for analysing narrative material: the holistic content and categorical content perspectives. The main findings depict the complex story of school change, improvement and development over the course of the project. (Contains 3 notes.)