In the current economic times, school personnel are regularly challenged to reduce the costs of operating the nation's school systems. School district consolidations often are proposed as a mechanism to realize fiscal savings for local communities; indeed, the number of U.S. school districts has declined dramatically over the past 70 years, decreasing from 117,108 in 1939-40 to 13,809 in 2008-2009 (Snyder and Dillow 2010). Consolidations may occur to promote fiscal and administrative efficiency, or as a result of significant enrollment declines, diminished real estate valuations, and limited availability of highly qualified teachers (Howley, Johnson, and Petrie 2011; Zimmer, DeBoer, and Hirth 2009). An overlooked topic in the research has been the high school principal's role in guiding the formation of a unified culture once the consolidation occurs--a responsibility that can be particularly challenging when two or more schools are consolidated to create a new high school. Time-honored traditions may be discarded and new rituals developed as students and faculty work to form a unified learning community. This article describes a case study of one principal throughout the initial year of a newly consolidated high school. It begins with a brief review of school consolidation research and research on leadership for learning, which served as a theoretical framework for this study. It then presents findings from the case study; in the discussion and implications sections, comparisons are made to prior studies and recommendations are provided for school districts and for policy.