The Hanna Perkins School, in its seventh decade of providing services to prelatency children and their parents, still uses “therapy via the parent” to assist children in overcoming obstacles to progressive development. The visions and insights of its founders, many of whom were colleagues and students of Anna Freud, and the work of those who followed, contributed to the survival of the school. In recent years, changes in the administrative structure were instituted to address economic difficulties and societal changes. Program staff and the community of analysts were challenged to make adjustments without compromising the integrity of the work. This paper addresses the situation through the eyes and hearts of the teachers in the school and provides examples of some of the fundamental aspects of the work.