The case study illustrated how the principles of the ecological paradigm guided the entry, assessment, design, implementation, and evaluation of three collaborative interventions in a rural Oregon high school. A core group of faculty and administration at the small high school serving 370 students in grades 8-12 requested four University of Oregon psychology graduate students to work with them to raise student self-esteem. In the entry and assessment phases, the graduate team established a working relationship with the core group and gained entry with resource people and social settings. A comprehensive longitudinal assessment of the community revealed that while teachers and students both had low self-esteem, both groups desired to change the school atmosphere. The core group and graduate students designed student activity clubs to provide more opportunities for students to develop personal competencies, a transition program to provide positive relationships between eighth graders and upperclassmen, and a teacher support gorup for promoting socializing and faculty peer support. After one year, the first two interventions were considered successful and continued. The third was considered unsuccessful because it increased divisiveness among the faculty. Paradigm principles which influenced the intervention are discussed. (SB)