Although many children will experience a significant loss during their school-aged years, professional development and training around grief is extremely limited among teachers and school staff. In fact, according to Alvis et al. (2022), the field is lacking significantly in longitudinal studies that specifically focus on childhood grief. These limitations in research make it difficult for school-based professionals to develop effective and consistent programs that help young children and adolescents who are struggling with loss function "typically" within the classroom setting. In the current study, a mini-ethnographic case study approach was utilized to paint a clearer picture of the impact that the death of a student has on a school community. After the sudden passing of a middle school boy, I realized the critical need for individualized support within the school setting. Assuming the role of both the counselor and researcher, over the course of a twelve-month period, I engaged in individual counseling, monthly bereavement groups, and interviews with two parents and two teachers. To analyze the data, I gained perspective and looked at the effects that grief had on the school community through the lens of the participants of my study. I highlighted common phrases, direct quotes, and questions that appeared to repeat themselves over the course of the year. Additionally, I analyzed and compared to see if there are similarities and/or differences in responses to interventions utilized. This study allowed me to extract important data on the unique needs of students, teachers, and parents when a tragic loss affects the school community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]