The purpose of this explanatory sequential mixed methods study was to utilize teacher perceptions to identify best practices for school leaders who seek to transform their school into a "school as community". First, a large urban high school was purposefully selected based on data obtained from the Department of Education. After examining the quantitative data, teacher interviews were conducted to explore their perceptions of the principal's efforts to transform the school into a "school as community". Based on the quantitative and qualitative findings, four practices emerged as lessons learned from teachers in (re)imagining "school as community": learning to lead, trusting in time, making the connections, and managing change.