In education policy and reform circles across the U.S., school turnaround initiatives aimed at improving the lowest performing schools have become a prevalent school improvement approach. However, only a limited number of studies have sought to understand the ways that turnaround strategies are being put into practice in schools. In this case study (Yin, 2003) we retrospectively explore how teachers, principals, and district administrators reported that a school turnaround specialist program influenced policies, practices, school culture, and student outcomes in two rural Arizona districts. Specifically, we used interviews, focus groups, surveys, and documents to gather triangulated perspectives on their school turnaround experiences. Our results highlight the salient themes that emerged from each district both independently and collectively.