This ethnographic case study explores school culture through the lens of Dewey's (1915/2001) belief in the importance of creating schools with a sense of community in which all members are indispensable to the whole. Three aspects of the foreign language immersion curriculum at South Boulevard Elementary lead to a culture of community: commitment to a common curricular theme (foreign language immersion), quality of interpersonal relationships among members of the school community (teachers, students, and parents), and pedagogical strategies necessitated by the immersion curriculum. Findings from this research include implications for future research in teacher education, such as the ways in which curriculum influences school culture, the importance of training teachers to have high expectations of all students, and the impact of size on school culture and student achievement. (Contains 4 notes, 2 tables and 2 figures.)