The United States has been consumed with disappointing levels of student performance compared to other countries for several decades. In 2009, in an effort to close the achievement gap, the U.S. Department of Education authorized a program to support States under The American Recovery and Reinvestment Act (ARRA). Authorized under the ARRA of 2009, the Race to the Top Assessment Program provided funding to states to develop valid assessments, support and inform instruction, provide accurate information about what students know and can do, and measure student achievement against standards designed to ensure all students gain knowledge and skills needed to succeed in college and the workplace. The Bumble County Public School System (pseudonym used) is located in the Southern States and was awarded a portion of the $4 billion of funding during the second phase of the Race to the Top Program awarded to the state. The County decided to use some of the funds and identified four of the lowest schools to be restructured, known in the County as the Phoenix Schools. A team of educators at various levels in the County developed a plan for schools. The plan included: 1.) Any staff member working at a Phoenix School would need to reapply for their job, 2.) The latest technology to include Ipads, 3.) Additional staff support positions, 4.) Funding for intervention services, 5.) Central Services support, 6.) Professional Development for teachers, 6.) A one-time sign on bonus for those staff members new to the school, and 7.) Implement a pay for performance model for certified, non-certified, and administrators in the school. The purpose of this case study was to examine the development of policy circumstances to embark on reforming low performing schools in the district based on federal guidelines awarded from Race to the Top funding. The case study sought out to determine if the reshaping of one of the lowest schools in the district, Bee Elementary School, impacted teaching and learning. Teacher Working Condition Surveys, End of Grade Test Scores, and document analysis were looked at to answer the research questions. This study addressed significant factors that could affect school reform impacting teaching and learning. Due to COVID-19, a more detailed account of the Phoenix Model was unable to be researched due to the lack of access of interviewing employees during the school reform. The study provided insight to the turnaround efforts of Bumble County Public School System and can serve as a tool for district stakeholders. [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.]