This case study examines the process of opening and developing a new high school, with a specific emphasis on the evolution of its culture. Guided by a theoretical framework informed by the literature on school culture, this study explores the nature of school culture, how school cultures are established, the role of the principal, and the role of the external environment in the formulation of the culture of a new school. This case study finds that the nature of the school culture was technologically advanced, interdependent with its environment, and established through a collaborative process involving all participants. The role of trusted school leaders as community liaisons is critical in shaping school culture. Using a case-study approach and purposive sampling, data were collected from interviews, documents, observation, and narratives using a constant comparative method. Two key findings emerged. First, successful schools must be interdependent and engaged with the community. Second, leaders must possess the abilities required to facilitate institutional interdependence with the community. This study raises important implications for policymakers at the district and state levels. Because of the importance of community linkages in developing successful schools, policymakers must include the local level in decisions about schools and administrator training. (Contains 97 references.)(TEJ)