The racial achievement gap continues to be a pervasive challenge in the United States' educational system (Hernandez, 2021). The existing literature offers a broad range of theories and recommendations for how teachers can more effectively support the learning of students from diverse backgrounds. Themes in the literature on this topic describe specific skillsets, or classroom-based practices, and mindsets, or beliefs about children's capacity to learn, that are associated with teachers who are able to effectively support the learning of students from diverse backgrounds. The purpose of the study was to explore the skillsets and mindsets of teachers identified by their Superintendent as effective in helping students make increased academic growth. Criteria for sampling was based on the Positive Deviance (PD) approach; an assets-based approach to gathering data from individuals whose results transcend their peers (Pascale et al., 2010). The research question was: How do teachers who have been identified to successfully help diverse learners make significant academic growth describe their own skillsets and mindsets? The district selected for the site of study was chosen because it included a greater percentage of economically disadvantaged, and ethnically diverse, students than the state's average. Interviews were conducted with eight teachers who met the sampling criteria. Data were collected across two rounds of interviews. Transcripts were analyzed through thematic analysis (Bazeley, 2020) using deductive and inductive approaches to consider how data were consistent, or inconsistent, with theories described in literature. Five main themes were identified to describe the skillsets among this group of effective teachers: "Develop Students Academically, Build Relationships with Students, Partner with Families, Continuous Improvement, Build Student Confidence." Two main themes were identified to describe mindsets of effective teachers: "Believe All Kids Can Learn" and "High Expectations." Differences among these teachers as compared to the effective practices described in literature were also noted, including gaps in acknowledging societal and political realities and gaps in incorporating the cultural and community background in the classroom. Implications of the findings for leadership, learning, service, and future research are presented and discussed. [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.]