Primarily because of underutilized schools (caused by declining enrollments) and the need to address budgetary deficits brought on by dramatic reductions in average daily attendance, many public school districts, in decades past and the present, have been forced to close numerous schools across the nation. The school boards of these economically troubled districts have resorted to consolidation to help alleviate their financial woes. In highly segregated biethnic or triethnic districts, school boards continue to struggle in deciding which schools to close. The closures of schools with high enrollments of Mexican American or other Latino students who are of low socioeconomic status and who are English language learners are particularly problematic, given their vulnerability for school failure. This article involves a case study of 1 such school proposed for closure, Park Oaks Elementary School in the Conejo Valley Unified School District (Southern California). Via activist scholarship, I relate how my efforts in documenting a goodness of fit at Park Oaks Elementary School proved successful in preventing the school from being closed. A major implication stemming from this study is that educational equality for Latino students and their parents can be achieved without having to resort to litigation. Unfortunately, months after this article was accepted for publication I received some very bad news that the school board reneged on its decision not to close Park Oaks. I explain these events in the Epilogue. (Contains 8 footnotes.)