The purpose of this qualitative case study was to hone in on a successful non-traditional urban high school to learn and determine the different factors that affect student academic achievement. The study focused on programs and practices, leadership practices and cultural norms. Interviews with school faculty, observations of classrooms and school activities, review of important documents and a survey distributed to school staff were used to explain the background of the school and the findings of the different factors that contribute to the school's success. Three major themes emerged from data analysis: (1) consistency, (2) shared leadership and (3) relationships. Consistency was evident school-wide through implementation of an "Elect to Work Agreement" certificated staff members read and signed before, use of an interactive notebook as an instructional tool across content areas and grade levels, and the supplemental usage of technology in all classrooms and specific instructional programs to support learning. Shared leadership was apparent via a distributed leadership model and the instructional trust, freedom and resources that were provided to staff by administrators. Lastly, cultivating a family-like environment with the help of its small school size and stressing character development among students contributed to relationships in regards to cultural norms. Furthermore, the study identified implications for practitioners and policymakers based on the findings of the research. In addition, suggestions for future research include furthering research on school-wide programs and practices, pilot schools and action teams. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]