This interpretive case study focused upon the outcomes of a 14-year collaboration between a PreK-4 elementary school serving a high percentage of low-income students and a church located in the same urban neighborhood. The purposes of the investigation were to (1) perform a qualitative study that identified central themes underlying this successful collaboration; (2) effectively integrate the themes into a coherent program theory that characterizes the efforts by stakeholders to impact poverty; and (3) use emerging theory to develop a framework to be adapted by other organizations including--but not restricted to--churches, to effectively address issues of poverty within their communities. Results revealed key aspects of an emerging program theory based upon central themes of respect and spirituality. Collaborative leadership, renewed community, and poverty resources grew from those central themes to produce multiple program outcomes, including: moral purpose, catalytic action, sustainability, collaborative relationships, commitment, educational salience, social knowledge, and poverty understanding and advocacy. These outcomes together characterized the emerging program theory that, while unique to this program, was consistent with much of the literature addressing successful community collaborations designed to impact and cope with poverty. Schools and other community organizations are encouraged to look at this successful collaboration for the building blocks for collaborative program foundations, but also cautioned that many essential ingredients will emerge from the culture that is unique within their school community. (Contains 1 table and 1 figure.)