This book evolved from a school evaluation project at an all-girls school situated in Tasmania. The evaluation comprised a two-fold longitudinal study focusing on present and past students" perceptions of school and quality of school life. As the work proceeded, however, elements of the broader context of school improvement increasingly began to intrude themselves into the design. Such elements - the perceptions of the school community (of parents/guardians and teachers, as well as students); the school"s vision; the `social capital" of this community - were like the insistent sounds and rhythms which at times enter the brain and will not go away without attention.