In this study, based on responses to a modified version of Harrelson's School Improvement Survey, the researcher examined the differences, if any, in the perceived support available to PK-8 teachers, instructional coaches, administrators, paraprofessionals, and support staff in a new PK-8 turnaround school in a southern state during the second year of turnaround implementation. The researcher chose a modified case study design to investigate differences in the "perceived support available" and the "needs" of study participants during turnaround based upon position title and years of experience in each person's current role at a PK-8 school. The data revealed that participants shared similar "perceptions of available support" during year two of a turnaround despite the participants' various position titles within the school and years of experience. Perceptions of available support themes included developing culture, team collaboration, shared leadership and celebrating students and teachers, On the other hand, the study participants reported having different "needs" during the turnaround based upon their years of experience. The themes that emerged from the perceived needs of study participants included open communication, instructional resources and professional development. Results of this study can inform and direct school and district leaders' decision-making procedures when planning and assessing turnaround implementation in low performing schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]