This paper examines student cross-group relationships in a comprehensive high school in Baltimore County, Maryland, between 1985 and 2000. The findings of this research, situated at the intersections of three lenses of inquiry--oral historical analysis, ethnography, and critical studies--bring to light how institutional norms, broader demographic shifts, and newly migrated and immigrated youth's mistrust of one another and of the educational system combined to reshape race, class, and gender relationships in the hitherto predominantly "status quo" U.S. suburban school. (Contains 24 notes.)