Organizations and institutions often measure progress in concrete facts, such as how many structures they have and how high they are. Osborne High School in Marietta, Georgia, measures its success by how many walls it can tear down. Staff members see walls as limiting and, perhaps more important, as objects that allow people to make excuses for not succeeding. Tearing down barriers to educational success for all Osborne students--especially new arrivals to the school and the region--is of pressing importance to the staff because of recent trends in the community's population and the school's failure to make adequate yearly progress, despite significant improvements. The school's improvement plan calls for the implementation of a pyramid of intervention as an important part of personalizing instruction. This article describes how multicultural training and enhanced relationships with parents and community members help Osborne eliminate barriers to success for Latino students.