This article reports findings from a four-year case study of an urban college preparatory charter high school. Through analyses of teacher and staff interviews, the author highlights how the school approached the idea of "college for all" under the archetypal influence of "college preparatory." The interview data show how the charter school staff engaged in important educational questions about what defines college preparation even though those questions became more complex as the school matured. These findings are presented in three themes: (1) "building a school," which reflects staff members' views on the school's start-up period of building renovation and growth, (2) "building a curriculum," which reflects staff members' views on teachers' instructional practices, and (3) "building a college culture," which reflects staff members' efforts to provide students with supplemental academic and social supports for college planning and preparation.