In this article the author discusses the community school concept and relates it to his own experiences as a student and educator in Missouri. It asserts that in developing a community school, participants in the school district must be willing to give of their talents and time to improve the social environment for all its inhabitants. Cooperation is necessary to achieve these objectives. The entire citizenry needs to realize the benefits for participating in the community school. Greater school use is then in evidence for all patrons. The public schools in the district need primary consideration to improve the curriculum for all pupils. However, the inherent benefits are for all to participate in different scheduled events. An inductive method of identifying a problem is involved. From the specific, pupils selecting a problem to developing the hypothesis, to the general whereby learners apply the hypothesis to solving a life-like problem is stressed. This article applies works by authors such as Eugene Maleska, John Dewey, Tony Eichelberger, and Joy Dryfoos to further it's historical and conceptual analysis of the community school concept's development and philosophical background.