This study involves a Toronto area school that has for the past 3 years been slowing but deliberately moving toward the Knowledge Building model that places ideas at the center. A critical concern was and is their ability to keep literacy development a central concern of the school while making a shift to placing ideas at the center of classroom life. This paper presents the design shift that has occurred with respect to the use and deployment of resources (computers and people) along with specific design features that have been utilized to move their practices closer to Knowledge Building theory. Finally, the progression to becoming a Knowledge Bulding school has also moved them to a point where they are beginning to engage in inquiry that is intended to contribute to the field beyond their school.