In 1992, school leaders and teachers at Wallace-Rose High School in Teachey, North Carolina, began a multi-year whole-school improvement initiative that included the following actions: (1) identify low-performing students; (2) develop a team of faculty and administrators to work with low-performing students; (3) reduce class size for low-performing students; (4) provide extra help by extending the school day; and (5) combine school and community resources to focus on helping students succeed. Wallace-Rose adopted the following strategies for improvement: (1) require all students to complete a challenging academic core and a major; (2) raise expectations in the school and classroom; (3) provide organization, time, and staff development to support student improvement; (4) teach in ways that motivate students to learn challenging content; (5) upgrade the vocational program; (6) develop a guidance and advisement system; (7) organize work-based learning for students; and (8) use data to guide school practices. The improvement initiative has resulted in improvements in overall student performance, especially by African-American students. Despite enrolling more students in tougher courses, Wallace-Rose made a number of gains in 1994-1996, including fewer dropouts, student suspensions, and discipline problems. Wallace-Rose's success illustrated the importance of principals assuming the roles of visionary, role model, instructional leader, and manager of school improvement. (MN)