The purpose of this case study is to demonstrate the power of a longitudinal ethnographic approach to the study of urban education within the context of US educational reform. This case study begins with an introduction to the larger research study, its design, methods of data collection, and process for data analysis and follows with an illustrative account of the structural and cultural changes at one urban secondary school, "in" and "through" time. The author concludes with a discussion of methodological lessons learned. [This content is provided in the format of an e-book.]