Nearly ten years ago, Park Street Intermediate School began the journey of instituting processes, policies, and programs intended to support the development of a learning environment based on trust, respect, optimism, caring, and intentionality as described in the literature of Invitational Education. The purpose of this case study is to trace the development of that journey, from inception to the present, searching for those attitudes and actions that either promoted or presented barriers for the implementation of Invitational Education or its continued development. The theoretical basis for this research lies in the Invitational HELIX, set forth by William Purkey and John Novak in their ground-breaking work Inviting School Success (Purkey & Novak, 1996). The HELIX depicts the movement of an inviting school from initial exposure to transformation as a series of stages that begins with awareness, moves to understanding and application, and then to adoption.