Our History

As an educational diagnostician for Seminole County Schools, Mary E. Dunn had a passion for helping students who struggled in traditional school settings. Throughout her career, she worked with many bright young students who had difficulty learning from textbooks and worksheets. This motivated her to find an alternative approach to education that could unlock the potential in these students.

In 1972, driven by her firm belief that every child can thrive with the right support, Dunn founded Pace Brantley School. The school started small, with just ten students and two teachers. But its unique methods aimed at rebuilding self-esteem and confidence while providing individualized teaching strategies made a real difference in children’s lives.

Over the years, the school grew steadily, adding buildings, sports facilities, and enrichment programs on its nine-acre campus. In 2022, after 50 years of excellence, the school was renamed Pace Brantley Preparatory School to reflect its success in preparing students for higher education and careers.

Dunn retired as Executive Director in 1985 at age 75, but continued to serve as the school librarian, remaining actively involved. Her tireless dedication and vision left an incredible legacy. Today, Pace Brantley Preparatory School continues to honor Dunn’s memory by addressing the diverse learning needs of every student. The school lives on as a thriving testament to one woman’s dream and the positive impact a caring educator can have when empowered to teach in their own inspired way.

Pace Brantley Preparatory School is a non-denominational school that admits students of any race, color and national or ethnic origin. Pace Brantley Preparatory School is a non-profit, 501(c)3 school.

Our Philosophy

Pace Brantley Preparatory School believes that learning disabilities should carry no stigma:

• That if children are treated with dignity and respect they will feel positive about themselves;
• That once they feel positive about themselves they will find that they can be more successful;
• That with individual help and freedom from pressure, children can learn;
• That some children with learning disabilities can return to the traditional classroom;
• That some children whose problems are more complex may need special help indefinitely, but all can learn.