The following article features a qualitative research held at a municipal elementary art school of Southern Chile. The educational change process that took place at such institution is described and interpreted from its growth and stability, as a result of acquiring new and definitive infrastructure. The results suggest that principals, teachers, tutors and students alike experience the process in a divergent way. The fear to reestablish a new identity, the desire to recover the school's ethos, the conflict among teachers, tutors and new and old students, and the search for harmony between the demands of the new world and the educational project were observed.