The impact that a year of dynamic changes, including the transition to a middle school configuration, had on the perceptions of teachers about the overall climate of the school was examined in a qualitative case study. Interviews and observations were employed to gather information about the changing attitudes of faculty members as they faced new challenges that came along with the new school. Observations were used to solidify the interviewees' responses. The year of transition was marked by a steady decline in staff morale and a negative perception of school climate by the majority of teachers. Although there were hosts of contributing factors, based on the data, the primary reasons for the poor climate originated at the school level. These problems included poor administrative support and communication and a general lack of trust among teachers and administrators when making decisions for the welfare of the school. The primary finding was a distinct need for school leaders to reevaluate the ways they interact with the teaching staff. Recommendations include being more visible and accessible, cutting down on unnecessary reassignments, recognizing ideas and good teaching practices, communicating openly, and reinstating the team teaching approach to foster relationships and enhance teaching abilities.