A long-established agency for troubled children was following a philosophy based on behavioral control and treatment of pathology. As staff examined their beliefs about the process of change, the climate evolved from enforcing behavior control to empowering youth to develop positive strengths. A charter school was created and new behavior management systems enabled students to shift from an external to an internal locus of control. Students became responsible for achieving therapeutic tasks related to strength-based principles of belonging, mastery, independence, and generosity. Staff training focused on responding strategically to student behavior rather than reacting out of anger, fear, or power.