The conceptual framework guiding this study focuses on local, state, and federal standards as well as demands on schools to improve performance of underserved student populations as impetuses for school structure changes. As related to the aforementioned framework, many schools have developed innovative school restructuring methods such as the departmentalized looping team (DLT) model, yet such methods are not widely documented in the research literature. In an attempt to understand the design and implementation process of the departmentalized looping team model, several research questions were crafted to determine what the development and implementation process was for the DLT model, what administrative challenges were faced during implementation, what advantages and disadvantages were expected and realized, and how consistent implementation of the DLT model was among the schools. A descriptive case study approach was used incorporating a 3-phase data collection and analysis process using interviews, observations, and artifact collection. Data were then analyzed using typological analysis and observation coding which was based on established components of a professional learning community. Several major advantages of the DLT model included improved curriculum alignment within and among grade levels, teacher self-efficacy, faculty interpersonal relationships, and school morale. Recommendations for further action include strengthening authority, autonomy, and flexibility of campus leaders in order to increase creativity. Social change may be realized as school leaders use this study as an example of a system in which schools were able to reinvent the way they work to improve student learning through creative flexibility and autonomy.