The purpose of this re-examination is to further study the effectiveness of a 5-year plan to turnaround failing schools. The original study, published in 2013, utilized 16 urban schools to investigate the role of climate and leadership in the transformation process. The authors asserted that utilizing academic gains as the single indicator in evaluating the progress of turnaround schools negated compelling empirical evidence that effective leadership and positive school climate are significant leading indicators that may predict the likelihood of future success. Results of the 2012 study suggested that reliance on lagging indicators such as standardized test scores was counterintuitive. This follow up study will provide valuable longitudinal data on the variables that significantly impact the school improvement process.