Young adolescents have unique basic and developmental needs. Middle level educators are best able to reach and teach young adolescents when they understand students' needs and when the school environment, including its organizational structures and teacher practices, are responsive to these needs. Findings from a recently conducted qualitative case study indicate that middle level organizational structures, coupled with active, hands-on teacher practices, helped educators promote an adolescent-centered community where students felt cared for and perceived learning as both fun and educational. We highlight lessons learned from the study, including the importance of being responsive to student needs and promoting an adolescent-centered community. We then suggest ways middle level educators can foster such responsive communities in their own schools through maximizing the use of organizational structures and implementing active, hands-on teacher practices.