This paper presents findings from a case study of a single charter school operated by Edison Schools, Inc. (The particular school remains anonymous.) The study, grounded on the assumption that privatization improves efficiency, was done to document the relationship between the theory and practice of school privatization. The study relied on literature-based data to construct a theoretical framework of strategies related to efficiency, and field-based data to document the degree to which these strategies were implemented. The field-based data consisted of interviews, document reviews, and classroom observations. The findings, strategies to increase efficiency, are presented in a tabular summary. The findings reflect school privatization in a single school and do not document the degree to which the strategies enhance efficiency. The value of the findings is to generalize back to the assumptions about efficiency that are propelling school privatization. The evidence from the study suggests four conclusions: (1) School privatization may not be reliably transferred to public schools; (2) the ability to transfer school privatization from theory to practice is influenced by outside mediating factors; (3) the strategies to enhance efficiency interact; and (4) the assumptions underlying school privatization may warrant revision. (Contains 65 references.) (WFA)