When Erik G. Brown launched his teaching career at the Cesar Chavez Academy in East Palo Alto, California, four years ago, he was not alone. Seventy-five percent of the teachers in the 400-student middle school were new to the district, and two-thirds of those were new to the field. The school had gone through six principals in six years, and its largely Hispanic, low-income student population was struggling. That year, only 1 percent of 8th graders scored at the "proficient" level on the state algebra test. In 2005, the once-troubled school retained more than 8 in 10 of its teachers. It has enjoyed the highest student-attendance rate in the district for three consecutive years, and 22 percent of 2004's 8th graders scored at the proficient level on the state algebra exam--nothing to write home about, but a huge improvement from where the school started. The transformation is part of a major push to turn around the 3,000-student Ravenswood City School District, which serves East Palo Alto and part of adjoining Menlo Park. The effort involves intensive mentoring, staff development, and leadership training up and down the K-8 district--from novice teachers to principals to the superintendent herself. This article discusses the efforts made by Ravenswood and its partner, the New Teacher Center, based at the University of California, Santa Cruz, in improving student achievement, teaching, and teacher retention.