School closure is a journey of uncertainty and loss that inspires strong emotions and opposition. Many factors contribute to school closure. Demographics of neighborhoods change; young families might settle in the suburbs to buy newer, bigger homes, causing enrollment in city-center schools to decline. In addition, some school districts have programs of choice and open school boundaries, with about half of the children attending a school other than their neighborhood school. The funding is determined by the number of students schools have, not by the space they have to maintain, and as school buildings age, they require more money to maintain them. When all of these factors collide, some schools end up with empty space and too few students to financially support even basic needs. In these times of urban sprawl and dwindling budgets, closing underutilized schools is often considered a viable way to maximize educational funding. Though many resist the possibility, closing a school can be a sound decision, both financially and educationally. Principals, however, must play a pivotal role in supporting their community through the transition. In the process of school closure, the author suggests that principals minimize the impact on students, staff, and the community with careful planning and a caring ethic.