This case study examined the change strategies in a turnaround school at the elementary level to understand and describe how change occurred and was sustained at this campus. This study examined the factors which contributed to the change in academic success of students, examined beliefs about change that led to the change process, identified the processes used to implement the change, and identified the beliefs regarding educational change that helped maintain change. The participants consisted of two teachers who were present during the transition period as well as the instructional leader. This school was chosen from a field identified through a data search from the Texas Education Agency (TEA) for the years 2007 to 2010. The participants were interviewed at their campus. Data were analyzed by coding of themes found in the manuscripts of the interviews. Findings included learning communities were beneficial in supporting teacher and students, change in the culture of the school is a necessity, administrators should focus on teacher needs, and change is maintained by transformational leadership traits. For school administrators, these findings may provide information for hiring staff, providing staff development, and analyzing data. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]