As part of a larger study of systemic educational reform in rural Alaska, this case study examines the implementation of the Alaska Onward to Excellence (AOTE) improvement process in the village of Tatitlek in south-central Alaska. The village has about 100 residents, mostly of Alutiiq heritage (Native peoples of Prince William Sound). A three-room K-12 school serves about 23 students. The aftermath of the 1989 Exxon Valdez oil spill turned the village toward increased connection to the outside and intentional planning for the future. A main AOTE goal is a community-school partnership that often focuses on integrating Native knowledge, culture, and language into the school. In Tatitlek, however, the overriding priority was ensuring student success both in and outside the village. In the early stages, AOTE meetings enjoyed strong turnout, and participants reached consensus on which district goals should be pursued locally. However, later participation dropped considerably. The district took the community goals and developed dramatic changes to curriculum and instruction: the Chugach Instructional Model, which progresses from drill to real-life connections; standards-based curriculum, assessment and report card; emphasis on hands-on learning; and Anchorage House, an urban residential experience for secondary students. Improved school-community relations were supported by the strong, innovative leadership of district staff; high levels of trust among all parties; and new teachers who are highly respectful of Native lifestyle and have become friends and advocates within the community. Barriers to sustainability and a student attitude survey are discussed. Appendices describe Anchorage House, district standards, beliefs, student goals and the AOTE action plan. (SV)