Although many of the nation’s school districts have experienced resegregation in the opening decade of the twenty-first century, the school district in Rock Hill, South Carolina has made significant and successful efforts to increase integration even though the school district was not under any court order to do so. This Article discusses how these efforts have been affected by leadership and political will; the development of social purpose politics; the effective use of citizen advisory committees; the local political environment; the district’s demographic composition, reputation, resources, and size; and the complex relationship between race and class. The Article also discusses how the district’s efforts to pursue balance in pupil assignment have been affected by Parents Involved in Community Schools v. Seattle School District No. 1 (“Parents Involved”) and local growth. The Article also compares the Rock Hill experience with the nationally prominent experience of the nearby Charlotte-Mecklenburg Schools in North Carolina. The Article concludes by summarizing the implications of Rock Hill’s experience for integration efforts elsewhere.