Foster High School, located in Richmond, Texas, is a school with a substantial enrollment of minority students (29 percent Hispanic students, 15 percent African American students) that has made noteworthy strides in improving the academic achievement and the college and career readiness of its students. Moreover, the gaps in academic achievement between White and minority students, and between lower- and higher-income students, at Foster High School have narrowed considerably. This case study highlights the achievements and advancements made by Foster High School between 2004 and 2008 and the policies and practices that have contributed to these achievements. The research concluded that across racial/ethnic and income groups, ACT-tested graduates of Foster High School have seen notable improvements in test scores, taking a core curriculum, college and career readiness, educational aspirations, and enrollment in college. ACT researchers have identified a number of policies and practices that are consistent with these improvements. Taken together, these policies and practices may serve as a model for other high schools--particularly those with substantial enrollments of minority students--that are attempting to improve the academic achievement and the college and career readiness of their students.