In prior studies, we examined Collective Classroom Efficacy (CCE) through the role of teacher and through the voices of students in a diverse classroom developing CCE. One participant exhibited an element of hope that added to her learning experience. Through Lara's telling case, we illustrate how she accomplished her goals through interactions with her teacher and classmates. The action-based hope provided both willpower to achieve along with waypower pathways to maintain her momentum beyond what otherwise might have been obstacles to her accomplishments. Results indicate how an underlying sense of hope provides agency and scaffolds pursuit of common academic and social goal attainment. The reciprocal relationship of action-based hope and CCE results in expansive developmental practices in diverse classroom settings.