This case demonstrates the multifaceted nature of the school uniform debate. It shows how conflicts and tensions between stakeholder groups develop and persist when policymakers and school leaders allow hidden agendas and communication barriers to subvert the decision- and policymaking processes. In particular, the case demonstrates what happens when a school improvement initiative is not adequately vetted and instead cultivates conflicts that distract teachers and students from their core tasks--teaching and learning. The case can be used to explore and understand school leadership, policymaking, and the change process, particularly when they are addressed in graduate college courses such as educational leadership, organizational theory, and educational policy.