The following study provides a unique internal perspective on changes made in schools that "turned around" versus schools that are in the process of "turning around" versus schools that are "stuck." After comparing and contrasting these three groupings of schools who received similar state-level support, we learned that the turnaround process began in virtually every case with the appointment of a new principal who replaced a substantial number of teachers and sparked a series of interlocking changes focused on key areas of school operation, including (1) the strength of linkages between the school and both the district central office and the community served by the school; (2) the commitment, climate, and culture affecting student learning; (3) the knowledge and skills that school leaders, teachers, and other staff bring to their jobs; and (4) the structures and processes that support instruction within the school. We coined the term "scaffolded craftsmanship" to characterize this process of transformation.