In August 2009, a new urban public high school featuring project-based science, technology, engineering, and mathematics (STEM) education opened with a population of African-American, low-income, and special needs students. A planning team comprised of lead teachers and the school principal sought to create a positive school culture with a clear vision and core values that would engender relational trust, a strong sense of community, and principal and teacher co-leadership. The culture was to be supported by social structures instituted through teams, professional development, student orientations, venues for instructional innovation, and informal gathering places. This account, written by the principal, a teacher, and a university researcher, presents a first-hand narrative of how the school culture was created.