At-risk student bodies in public school districts have very different cultures of learning from mainstream learning communities. Policies and practices in schools tend to isolate these student bodies for convenience in administration and instruction, and little consideration is given to whether these experiences of isolation from the larger community are positive or negative. This article discusses the importance of including the at-risk student populations in educational systemic transformation efforts and discusses their role within an educational transformation process. The article also provides recommendations for systemic transformation theories and transformation efforts that can help at-risk students to become active agents of educational transformation processes.