This qualitative grounded theory study sought to understand how different stakeholders collaborate to improve schools in Charlotte, North Carolina. 52 diverse individuals participated in this study. A new hybrid approach of collective action, referred to as accommodating action is described. The results of this study suggested that there may be three themes that influence how collective action operates in Charlotte: (a) power dynamics, (b) local history and memory, and (c) neoliberal governance. While this study’s results identified that many stakeholders align with transformative organizing and social action in theory, in practice strategies much more closely resemble advocacy, civic organizing and social planning. Many aspects of education reform have been approached through a place based lens. Seemingly counterintuitive, this study suggests that an issue based approach may be more effective at facilitating spatial and educational justice. To begin to understand how communities can be more effective at fostering beneficial change, we must first understand what practices are currently being utilized. Education of our children is too important of an issue to leave to chance.