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The purpose of this qualitative case study was to investigate the impact of a ‘Turnaround School’ project focused on school improvement efforts in four elementary schools in an urban Midwestern city. Data sources included interviews with principals, teachers, instructional coaches, and district administrators. Positive themes that emerged from the interview data included: (1) empowerment for teachers through their participation in site-based leadership teams and other collaborative work groups, (2) improved systems for data analysis to inform instructional planning, and (3) effective 90-day plans with short-term improvement goals. Perceived obstacles to improvement included: (1) multiple initiatives enacted at the same time, (2) limits on teacher hiring and retention caused by union negotiations and tenure, and (3) creating a cohesive school culture.