We all want students to achieve their potential. We share concern for those who are underrepresented in advanced programs that will develop their talents. These students may demonstrate need for support in traditional instructional models. What if we try to change strategies and provide student-centered, interest-based, real-world connections for these students along with graduate coursework in gifted education for every faculty member and administrator in one school? Will there be pebbles, rocks, and boulders blocking the process? What might these be, and how might we climb over them? Stories of one Louisiana school's substantive change process are shared.