This study describes and analyzes the actions taken by the principal and a middle school leadership team, which resulted in a change from a seven- to a six-period bell schedule. Change was facilitated through the interaction of three forces: (a) transformational leadership of the principal; (b) the development of a strong leadership team, and (c) training provided by a university partner. A micropolitical lens revealed that the team was able to negotiate potential political landmines, while the theoretical lenses of social and intellectual capital provide additional insights in why the team was able to take productive collective action. (Contains 2 tables, 1 figure, and 2 notes.)