This report describes the development and implementation of a place-based curriculum for a small charter high school of 25 students in Wisconsin. The curriculum involved 100 days of field studies in local places such as historical archives, a restored wetland, a river valley, and a senior citizen community center. The students worked with 60 professionals and community members over the year, integrating learning into interdisciplinary courses. The students, who reflected a wide range of skills, abilities, and backgrounds, worked together, as in a one-room schoolhouse. The Iowa Test of Educational Development was taken in September and June. In each section of the test there was significant improvement, and the composite score jumped almost three grade levels over the year. Four reasons are advanced as to why these students scored so well. First, being together every day created a learning community. Students' investment in learning cultivated positive attitudes toward learning. Second, the variety of community settings became readily accessible anchors of memory, helping students to retain learning. Third, the many first-hand experiences were critical to students' learning. Finally, because the projects were relevant to the community, and because students understood that family, friends, and neighbors would view their work, an audience of accountability was created that exerted favorable pressure on student skills and abilities. A table presents pre- and post-test scores in eight subject areas. (TD)