One of the results of rural school district consolidation has been the potential for schisms that develop among the divergent populations with distinct traditions, culture, and customs. This paper presents research on an Appalachian school district that remains in cultural turmoil after 25 years of consolidation. The population of the three districts in the consolidation consists of university professors, a commune, welfare recipients, a small contingent of gay families, far-right activists, and a typically rural population. Problems and conflicts include location of schools, school board membership, opposition to or support of the high school principal, relaxation of school atmosphere, changes to block scheduling and team teaching, unhappiness among non-college-prep students, and lower achievement scores. The present study included interviews with the superintendent and principals; focus groups with teachers, students, and parents; a telephone survey of 360 district residents; and statistical and achievement test data from the state department of education and school district. Interview findings show principals working to improve communications with the community. Statistical data analysis shows positive economic growth, little increase in enrollment, an increased dropout rate, static attendance, an overall upward trend in proficiency test scores except for grade 4, and a drop in college-entrance scores. A table shows comparative data for the study district and 10 similar districts. Focus-group key points are given only for the parents of high school students. The district-wide 24-question survey of residents shows areas of deep division related to the consolidation; eight graphs show agreement/disagreement in specific areas. Conclusions discuss the challenges to this artificially created community and offer suggestions for working toward positive community goals of trust, understanding, and increased school funding. The school performance survey and focus group questions are included. (SAS)