In this article the author narrates how family involvement and residential special school caused significant positive behaviour in Anna, a girl with Down Syndrome. The author is a constant visitor at Salisbury School, a residential special school for girls where Anna has been enrolled. The author witnessed the changes in Anna's behaviour due to a combination of factors; small class numbers and a high adult-to-student ratio, consistency of management between school and "cottage," shared care and team work amongst staff, and regular on-site counselling input. In addition, Salisbury offered a safe learning environment for students where safety may have been compromised at home. At Salisbury School Anna had been nurtured by caring, respectful teachers and teacher aides, dedicated social workers, counsellors and psychologists, and her self-confidence had blossomed. Her family was deeply grateful for the unique educational opportunity that combined caring and commitment of professionals dedicated to delivering quality service. The author has learned that special education provision is not black or white, but may include colours of the spectrum. Factors such as flexibility, quality relationships, individualised learning programmes, managed transitions, and communities of support, could be crucial. (Contains 1 footnote.)