This report recounts how four high schools were able to narrow or completely close the achievement gap and sustain their success over time. The four schools are all large, comprehensive public high schools that serve large percentages of minority students. They were selected based on their four-year record of narrowing or closing the achievement gap in reading and/or mathematics. To understand how they were able to narrow or close the gap, the U.S. Department of Education (ED) held a series of focus groups with administrators and teachers in December 2004. The groups explored teaching and learning strategies in the content areas, culture and school climate issues, leadership for change, and the change process itself. Common themes included the following: high expectations for student achievement; curriculum alignment and standards-based instruction; and leadership for change. Panelists recommended schools use data to identify deficiencies and to drive instructional decisions; talent, creativity, and resources present in schools must be channeled in constructive ways to address the academic and social needs of minority students; working collaboratively in developing and aligning the curriculum should be paramount; and leadership can come directly from the departments charged with narrowing the gap, given appropriate resources, professional development, and administrative support. (Contains 2 exhibits.)