Whether it is 1968 or 2020, there appears to be a consistency within public education that may be impacting America: poverty levels can have a dramatic impact on academic performance. However, there are some school districts that have been able to achieve success despite the various challenges that come with a high-poverty community. This bounded case study attempted to find some of the characteristics of a high-poverty school that could impact and facilitate students' high performance. Seven themes emerged from this case study: the recognition of the uncontrollable, a culture of communication and collaboration, a culture of relationships, a culture of consistency, a culture of opportunity and growth, a culture of trust, and the advantages of new facilities. The results of this case study highlighted the priorities of a high school that is well aware of the challenges that it faces on a consistent basis. What the study shows is that when a school struggles with providing stability within a community of poverty, a few key changes can have the potential to positively impact long-term success. The biggest priority seems to be the creation of a sustainable culture that is established by the staff as well as the stakeholders within a school district. When a building has the expectations and vision to create its culture, a self-identity emerges and can serve as a guide to provide a consistency to the organization. [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.]