Many school districts are moving to scripted programs in hopes of improving standardized test scores because of pressure from state and federal governments, particularly in low-income, bilingual, and low-performing schools. However, the relational side of education is an essential consideration, and it can be linked not only to proficiency on standardized assessments but also to the differences in the overall quality of education. These differences at the relational level in two bilingual elementary schools were examined. Two essential components were discovered to create positive educational relations: listening and conscientious pedagogical practices. While many educators overestimate the role of core curriculum, relational education is the missing variable in why some schools succeed and others fail. A tale of two schools documents the effects of relational education and how it can and must survive the implementation of scripted programs.