This case focuses on the complexity of change and improvement within schools with a particular emphasis on the role of the principal and a science teacher leader. Although current rhetoric suggests that school improvement should happen quickly and consistently, research indicates that it is difficult, context specific, and incremental. In fact, expecting quick change can backfire, leading to short-term technical fixes that inhibit exploration of underlying beliefs and assumptions that generate meaningful change that results in learning and continuous improvement. Focused on a principal and teacher leader in a school facing declining science scores and other challenges, this case asks aspiring and practicing administrators and teacher leaders to consider the assumptions driving individuals' behavior in their efforts to enhance practice and respond to external challenges in the long term.