In this article, the author discusses the transformative power of care. In the interest of achieving some modicum of clarity, the author begins with a definition of the word "care." For each of the different school constituencies, there exist categories of actions through which educators demonstrate care. Broadly, these categories include: interactions, instruction/inquiry, reading guidance, collection development, and physical environment. As one would expect, educators and school librarians demonstrate care differently for each of the groups in their schools, and every category does not apply to every constituent. The commonality here is the transformative power of care. Regardless of the constituent or the category of action, care changes the landscape for the better. Examples are presented.