The urban elementary school profiled in this case study was considered low performing based on state-mandated assessment scores from the time the school opened its doors in 1998 until very recently, putting the school on academic watch under the terms of the No Child Left Behind Act. However, in recent years the school realized a significant turnaround with the placement of a proactive principal and internal specialized supports accompanied by district office support. Survey data on school culture measures demonstrate an improvement in professional communities of practice, collaborative leadership, and evidence-based practice. This case study provides evidence that leadership coupled with multiple and coherent district supports can result in dramatic change at a school in a short period. (Contains 2 notes and 3 figures.)