This paper focuses on findings from in-depth study of successful school leadership at a single primary school (Kiptai Prinmary School -KPA) in Kenya. The school was chosen because of the “turn around” attributed to the resilience of the principal in creating stability and order. Kiptai is located in a squatter community with a population that has generationally grown poorer due to lack of employment, drought, and land overused. KPS was on the brink of closure due to a combination of factors including mismanagement, poor performance, lack of funding, and lack of students. Most students had transferred to other school or ended up as child labour or petty criminals. Most girls became teen mothers. The school’s reputation was so bad that trained teachers refused to teach at the school. The researchers interviewed the principal, teachers, trainied counselor, School Chair and other stakeholders. The findings reveal how the princpals was able to turn the school around by being able to ’co-create’ with others. The processes of co-creating included: 1) common purpose; 2) facilitating a context for co-creating with members of community, students, and teachers; 3) social architecture; 4) institutional designs for systemic decision-making and actions; and 5) dispositions that engage constituents.