The Study of School Turnaround examines the improvement process in a purposive sample of 35 case study schools receiving federal School Improvement Grants (SIG) over a three-year period (2010-11 to 2012-13 school years). Using site visit, teacher survey, and fiscal data, the case studies describe the school contexts, the principals' leadership styles, the schools' improvement strategies and actions, the supports states and districts provide to the schools, school stakeholders' perceptions of improvement, and how SIG fits into the schools' change process. Findings after the first year of implementation in the 25 "core" sample schools reveal that while all were low-performing, the schools differed in their community and fiscal contexts, performance and reform histories, interpretations of the causes of--and potential solutions for--their performance problems, and perceptions of improvement after the first year of SIG. However, most schools did report that their improvement strategies and actions during the first year of SIG were a continuation of activities or plans that predated SIG, and few schools appeared to have experienced a disruption from past practice as of spring 2011. Five appendices are included: (1) Study of School Turnaround Codebook; (2) Technical Approach to Qualitative Analyses; (3) Analyses of Nonresponse Bias; (4) Classifications Using Survey Data; and (5) Study of School Turnaround Budget Codebook.