This qualitative case study examined how a school founded as an empowerment school organized for instruction. E. E. Lawler’s (1992) high-involvement model as described in The Ultimate Advantage: Creating the High Involvement Organization, was used as a conceptual framework to analyze data. The model proposes that promotion of employee involvement and productivity is dependent on how power, information, knowledge, skills and rewards are managed. The methodology used for this study included a survey and semi-structured interviews. Participants consisted of teachers and administrators who work at an urban high school that has over four years of experience functioning as an empowerment school. The findings were similar to the literature research: unsystematic implementation of empowerment initiatives retards changes in instructional practice. Implementation of recommendations will require teachers and administrators to shift mental dispositions and to acquire technical and soft skills that will enable them to continue to improve teaching practice.