Sustaining school success over time is different than building the short-term capacity necessary to sustain transient, often externally imposed, organizational goals (Giles & Hargreaves, 2006). Sustainability means developing the capacity to self-renew, and while there are individual outliers of self-renewal among progressive and innovative schools, few in-depth case studies of sustainability over time can be found in the literature. Therefore, our continuing examination of Fraser Academy, now Fraser Community Charter School (FCCS), attempts to address this gap in the literature by reporting data from a longitudinal case study first begun in 2001 and then revisited in 2008. Using a research protocol only slightly modified from that of the original study, we once again used data collected by the New York State Education Department (NYSED) and reported on their annual school report cards; interviews with teachers, school leaders and parents; and, school reports generated by FCCS’s governing board. The conceptual framework used is derived primarily from the three core leadership practices of setting directions, developing people and redesigning the organization (Leithwood & Riehl, 2003), and the enabling principles of accountability, caring and learning (Giles et al. 2005; Jacobson et al., 2005). We found that remaining faithful to the direction originally set by the principal for the school (i.e., insisting that all children learn at the level of mastery and holding everyone accountable for achieving that goal within caring and nurturing environment) necessitated redesigning the organization (in this case, by converting from a traditional public school to a district charter school) in order maintain the continued development and capacity of the staff around the principle of learning. Sustaining success at FCCS has been an on-going effort to create an organizational structure that supports and rewards this type of learning through self-renewal and personal and collective professional growth as an educator.