This paper examines the role of district-level administrators in facilitating or inhibiting the ability of a principal to turn around a low performing urban high school. The school had a persistent record of low test scores, unacceptable levels of student and teacher absenteeism and high student dropout rates. Despite frequent changes in school leadership, district administrators eventually initiated discussions about closing the school because of its lack of progress. Parents from this high poverty, largely African-American and Hispanic community organized to protest the impending closing and demanded that the district appoint a change agent in one last attempt to save the neighborhood school. Two and a half years after he began spearheading this change effort, and despite large gains in students’ achievement, substantial improvements in many other academic indicators, and the launching of a new technology career center, the principal no longer feels supported by the district and is seeking employment elsewhere. Changes in district level administration have significantly constrained the principal’s ability to effect the kinds of improvements that he was asked to make, and he no longer feels that the district is committed to the successful continuation of the school.