The community school strategy was first introduced in Baltimore City in 2012. Community schools are public elementary or secondary schools that provide comprehensive academic, social, and health services for students, families, and community members (U.S. Department of Education, 2023). In 2021, the state of Maryland made a substantial commitment to the expansion of community schools in landmark legislation entitled The Blueprint for Maryland’s Future. Through the Blueprint, Baltimore City’s community schools footprint rapidly expanded from 51 to 123 community schools during the 2019-2020 school year. In this dissertation, I present findings from a case study conducted on a newly constituted community school resulting from the Blueprint expansion. This study utilized the four pillars of community schools as a framework for examining programming and implementation of the community strategy, as well as its successes and challenges.To examine implementation of the community school strategy at the case study site, I interviewed key implementers and stakeholders including school administrators, teachers, parents, community partners, and the community school coordinator. The study found that all four pillars of the community school strategy were present at the case study site and surfaced four major successes: 1) the development of a welcoming environment; 2) buy-in from Bayfront personnel to the strategy; 3) the responsiveness of the community school strategy to feedback from students and families; and 4) robust ramp up in programs and services to provide much needed support for the community. The research findings also surfaced six challenges with community school implementation that included: 1) challenges around communication; 2) challenges posed by the Covid school closures; 3) challenges around the lack of a deep connection with parents; 4) challenges serving a Latinx population; 5) challenges associated with the lack of extended day opportunities for students; and 6) challenges that are even too large for community schools to address. The study resulted in four major findings that include an exploration of: 1) the critical role of people in the successful implementation of the community school strategy; 2) the importance of the United Way as a lead agent; 3) the existence of a siloed community schools structure that resulted in divides between academic and community functions of the school; 4) and the presence of a transactional community schools approach resulting in a unidirectional flow of resources and support. I examined several aspects of these findings through Honig’s (2006) contemporary implementation policy framework, which seeks to elevate the crucial role that people, policy, and places play in shaping how implementation unfolds. This research study can serve as a resource for researchers, policy makers, educators, community school implementers, and educational advocates seeking to answer questions about potential challenges and opportunities as community school expansion continues across Maryland as a result of the Blueprint. As the community school strategy continues to expand nationwide, this study can provide insights into key implementation considerations for schools in the early stages of strategy adoption.