This study analyzes the changes in disability-specific curriculum that took place in one specialized school for the blind driven by academic priorities from 1995 to 2005. The framework used in this case study approach analyzed the school's past and present (1) Artifacts - visible organizational structures and materials, (2) Expressed Values- explicitly written or stated beliefs and policies, and (3) Underlying Assumptions- unspoken attitudes and beliefs. Variables for change among the areas of teacher training, team teaching, evaluation systems, IEP's, state standards, the school improvement plan, short term and summer programming, as well as the residential program were all targeted to balance academics with an Expanded Core curriculum. The results indicate a balanced curriculum for some of the variables while other areas continue to reflect the struggle of mandates.