School reform and turnaround efforts have been in the public eye since the signing of the Elementary and Secondary Act (ESEA) into law by President Lyndon Baines Johnson in 1965. Research has been focused on the School Improvement Grant, as well as the essential components that improve performance of schools. This qualitative case examines one elementary turnaround school in Florida that was awarded the School Improvement Grant in the early summer of 2014 after implementing a District-Managed Turnaround Plan. The case study revealed strategies connected to each of three themes as follows: (1) effective leader: vision, culture, and management; (2) staff influence on instruction: staff commitment, professional development, collaborative teachers, and ambitious instruction; and (3) external factors: parental involvement, community engagement, and safe and supportive environment. The themes collected from this study offer additional research on the turnaround efforts and the essential components that were implemented in one school and may offer a framework for schools and districts that are working to improve low-performing schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]