This paper describes a qualitative study at an at-risk primary school after a year of implementing educational changes. The paper opens with a detailed diary of the author's first morning observing the principal in action at the school. The analysis of data and field notes centers on the strengths of the principal's leadership, and the themes in the educational environment he has implemented. Three themes of the school's change are discussed: the principal's caring style of leadership, the empowerment offered by the principal to students, faculty and staff, parents and the community, and the problem solving approach adopted by the school. The article then discusses how the principal created an environment of caring, empowering and conciliation for each element of the school population--students, parents, and staff. The implications of these changes for restructuring the framework of the traditional school system are considered. (Contains 20 references.) (JPB)