In Esperanza School: A Grassroots Community School in Honduras, Eloisa Rodriguez takes us into thedaily lived experiences of members of a community school, Esperanza School, situated in a rural area inHonduras. Her work engages readers in a critical analysis of what Esperanza School represents for thecommunity. Rodriguez explores the characteristics that have made Esperanza School a community school;in vivid, life-like detail, she describes how Esperanza School functions as the heart of the community byproviding opportunities for impoverished youth to attend the school, facilitating relationships with anearby orphanage, and developing professional development workshops for rural teachers. Rodrigueznarrates the story of Esperanza School's establishment, interactions within the community, and thecharacteristics of the school personnel that illuminate the social justice mission of the school and createnew possibilities for the community. Throughout Rodriguez discusses how Esperanza School representshope for quality education in this community, and ultimately, in her country, Honduras.Unlike many studies on community schools, this book deals with the reality of the community and the school's impact on the community. The bookcompliments and extends the existing literature on community schools by focusing on the students', teachers' and founders' experience of studyingand working in Esperanza School. Rodriguez has been involved with Esperanza School for ten years; her personal passionate commitments to thisschool, and to her country, are illuminated in stories of her participation in the school. Through a multicultural and cross-cultural narrative inquirymethodological framework, a deeper understanding of the ideological, cultural and educational experiences of creating a community school, workingin one, and the impact of having a community school are presented. A philosophical framework developed from the work of Paulo Freire and JohnDewey provides an analytical lens to examine schooling in Honduras. The picture that emerges from this book provides a guide for ways to make adifference in the Honduran educational system and other developing countries.Pre-service and in-service teachers, educational researchers, administrators, educational policy makers,and those who advocate for educational settings and schools for impoverished communities can learnfrom this book. It is a representation of a necessity for developing countries to improve the education inschools: from ineffective public schools to community schools for all.