Purpose: The purpose of this study is to examine the democratic nature of collaboration and related principal influences in one successful Southern Arizona elementary school in a changing demographic and border context in the US Southwest and where the principal did not share the same ethnic identity/cultural background. Design/methodology/approach: This case study, using Furman's ethic of community framework, draws upon a secondary analysis of existing qualitative data from one urban elementary school as part of a larger multi-case study. Participants included the Principal, Assistant Principal, eight teachers, and six parents. Findings: Findings revealed limitations in democratic collaborative processes associated with school turnaround on account of principal pressure for compliance with personal agendas and packaged curricular reform expectations. Top-down managerial practices sacrificed inclusion of stakeholders, community relationship building, and room for more authentic democratic grassroots innovation. Originality/value: Furman's ethic of community enabled deeper analysis of democratic processes at a level typically not articulated in other case studies associated with the International Successful School Principalship Project (ISSPP). (Contains 7 notes.)