In the 2006-07 school year, North Brunswick High School--a rural, racially and economically diverse high school in Leland, North Carolina--was identified as a priority school by the North Carolina Department of Public Instruction. Overall student proficiency was at 48.6%, indicating that less than one-half of all students earned a score of proficiency on state end-of-course tests. According to the 2007 North Carolina School Report Card, only 64% of students demonstrated proficiency on the English I test, and 44% demonstrated proficiency in Algebra I. The minority achievement gap was evident: 58.3% of White students demonstrated proficiency but only 34.5% of Black students demonstrated proficiency on the same assessments. Faced with those disturbing statistics, teachers, parents, and students recognized the need for positive change, and in the last three years, North Brunswick has embarked on a journey to turn itself around. North Brunswick had been involved in multiple school improvement efforts and instructional initiatives, but the school had experienced no significant improvement. At the beginning of the 2007-08 school year, the school had a new principal. An experienced administrator, Robert Grimes led the school community in identifying and concentrating reform on three interrelated areas of school improvement: (1) professional learning communities (PLCs); (2) formative assessment; and (3) focused interventions for at-risk students. It is through the development and implementation of bridge courses, reflective teacher practice, and focused interventions that North Brunswick has turned around. The administrators and faculty and staff members have worked together to develop and implement programs and practices that support student learning. (Contains 1 figure.)