An increasing number of central cities across the U.S. are experiencing a growth in white middle-class population, which is associated with gentrification in historically disinvested and racially segregated urban neighborhoods. These changing neighborhood dynamics are starting to shift the context of urban schooling in some districts across the nation. While we know that racial and socioeconomic demographic shifts are associated with neighborhood and school gentrification, there is little conceptual clarity about how school gentrification unfolds over time and the varying conditions of schools in gentrified neighborhoods. To advance scholarship on the topic, researchers need an organizing framework. This study addresses this gap by drawing on existing research, 16 years of Census and American Community Survey data, and 6 years of district data in Austin, Texas. Highlighting Austin, an urban city with growing neighborhood gentrification, we put forth a typology to explain the experiences of schools in the district. We conclude with implications for future research.