After earning her second Master's degree, the author decided to leave her twenty-plus-year tenured English as a new language teaching career in the New York City Department of Education (NYCDOE) to become the director of middle school and upper school library services at a K-12 independent school in New York City. It was the first year she would serve as a full-time school librarian and it was the first time that she would have a majority white student body. In this article, the author shares her experience and details her student-centered approach to reinvigorating the school library through small policy changes and collection development decisions.