School communities have been shut out of many of the more critical decision-making processes impacting local public schools. Decisions are mostly made as top-down actions from federal mandates, general assemblies, state departments, districts, and school level administration teams, isolating the school communities they are tasked to serve. Foucault proposed that power generally reflects the wants and needs of those in relationship with power (Foucault, 1990; Foucault, 1995). Having relationships with one's power allows not just for power to impact the individual, but also for the individual to impact the reality power co-creates. To better understand the ways members of the school community can access their relationships to power and the importance of this component, I used a Foucauldian-inspired notion of power to guide my analysis. Using an updated public school model that is technically over a century old, some schools are using their relationships to shift power structures and flows through a "community school" model (Rogers, 1998). Currently, in a small urban district in North Carolina, this initiative is well underway. The purpose of this study is to examine how school community members talk about power, who school community members identify as having power, and shifts in power happening at their community school. I used a qualitative intrinsic case study methodology to explore these three research questions. Interviews and elicitation devices were my primary data sources, so I used a critical discourse analysis as my method to analyze these interviews. Findings showed that some school community members were beginning to understand their power through decision-making. To continue this momentum, I recommend that community schools continue the discourse, make better distinctions between students and their data, and create parent liaison positions. In addition, community schools should look at ways to better engage parents, bus drivers, cafeteria workers, instructional assistants, and other classified staff to draw upon their expertise and knowledge. Finally, I urge districts and governance groups to consider the sustainability of their community schools and the actions they can take to ensure these schools have the time, funding, and power to make lasting, measurable changes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]