The school turnaround initiative and school reform have been focal points of the national education conversation since the Elementary and Secondary Education Act (ESEA) of 1965 was enacted by Congress under the Johnson Administration. No Child Left Behind (NCLB, 2001) built upon the concept of equal access to a high-quality education for all children with a heavy emphasis on academic standards and high-stakes assessment. This focus on student achievement-backed accountability put pressure on states and districts to ensure that all schools performed at high levels. When significant resources are allocated to schools in need of improvement, the importance of sustaining successful turnaround is paramount. This case study focuses on a single elementary school that achieved sustained success after a turnaround under the Florida School Grade accountability model. This case study provides insight into the perceptions of key members of the school leadership team, including the principal, assistant principal, teacher leader, and others, in regard to what systems and practices were established and utilized during and after the school turnaround period. The findings of this study offer additional research on sustained school turnaround efforts. [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.]