The success of implementing school change is determined in large part by the effectiveness of building leadership and time utilization. This paper describes the changing role of an urban principal as her building moved from a traditional junior high structure to a more collaborative small-school structure involving interdisciplinary grade-level teams/clusters of students and teachers. The change, prompted by a five-year federal grant in partnership with a local university, included extensive job-embedded professional development. In this case study, the principal's role evolved into one of facilitation and support, including redesigning the master schedule to provide common planning time for clusters/teams, and encouraging teacher decision making, risk taking and professional growth.