Restructuring large schools into smaller, more personalized learning communities focused on developing students academically, socially, and emotionally has the potential to produce better outcomes for students. Although small school reform in large urban high schools has been the focus of the research literature on school reform in the last several years, the research is lacking with regard to the leaders who found (establish) and lead these schools. This article examines the perspectives and experiences of a new leader responsible for creating a small school. Implications for leadership and district support for reform implementation are discussed. (Contains 1 footnote.)