This article presents an analysis of data collected during an evaluation of a Carnegie initiative, Schools for a New Society, implemented in a large urban district in the South. Findings suggest that the initiative's four strategic assumptions have been addressed at least partially: First, school and community representatives have jointly redesigned high schools; second, factory model high schools are transforming into small learning communities; third, changes are being systemically addressed across the district; and, fourth, public-private partnerships are helping raise dollars for public schools. As such, this article analyzes the transformation of a school into a small learning community and the importance of trust in creating a school climate conducive to school change. (Contains 1 table and 4 figures.)