This article draws upon a case study of a special school (Park Vale) participating in the Department for Education and Science (DfES) Transforming School Workforce (TSW) Pathfinder Pilot Project (2002-2003). The Project was developed as a response by the DfES: firstly, to growing difficulties in the recruitment and retention of teachers in the English school system; and secondly, to a publicly stated commitment to reform the teaching profession. Constructed as a pilot exercise, its purpose was to "trail blaze" or "path find" innovatory change in schools, as part of an exercise in targeting reform of the teaching profession, reducing teacher workload and improving working practices in the school workforce. The particular context for the special school, however, is one of managing a strategic lead and change that embraces both workforce-remodelling as well as the broader government agenda for modernisation of the educational system in England. This article concludes by arguing that the special school is a unique form of provision and that its place in the educational system is particularly vulnerable. Arguably it is caught in a nexus of political reform and an ideology of educational inclusion. In leadership terms, it is clear that the immediate future will involve the challenge not only of remodelling its workforce, but also of reforming its educational function or face being closed down.