This case study documents the pedagogical changes an inner city, secondary school humanities teacher made as she attempted to improve the quality of her students' educational experience. Data were gathered in the 1989-90 school year. The teacher had explored what had happened to her as a good conventional teacher, to her pedagogy, her curriculum, and her relationship with their students and colleagues as she and her fellow team members worked to incorporate the nine Common Principles of the Coalition of Essential Schools into her classroom. The first section describes her students and their voices in relation to a field trip to a law firm in which they focused on the question, What is justice? It also presents the teacher's reflection on her conventional classroom and describes the innovative school environment created by the participation in the Coalition of Essential Schools, examining the teacher's role. The second section presents a day in her classroom in the new environment, looking at the daily advisory session, teacher planning time, and the humanities block. The third section presents reflections on changing practice, discussing factors that supported change (e.g., the rich collaborative learning environment for teachers and being allowed to start slowly) and factors that hindered change (e.g., learning to collaborate with others and dealing with changed relationships with students). Overall, the teacher believed that the nine Common Principles played a major part in her reorganization of instruction. The nine Common Principles are attached. (Contains 14 endnotes.) (SM)