This evaluative case study focused on how organizational changes--specifically a new directional system--affected staff culture in a rural Midwestern school district. This work was theoretically grounded in Owens and Valesky's school climate model. Through observations, interviews, and a review of documents, I determined that the new directional system led to cultural changes among the staff that also had a positive impact on students. Specifically, the directional system informed the district's hiring practices, incentivized the exploration of new teaching strategies, and inspired teachers to adopt a growth mindset. In short, it changed who was in the building, what they taught, and how they assessed--themselves and their students.