High-performing, at-risk schools are not all equal in the challenges they face and the resources available. This study extends the research on at-risk schools by expanding the definition of at-risk to include risk factors beyond poverty. In addition, the study explicitly examines possible differences between district and school-level factors. Using mixed methods, 23 interviews were conducted with both district and school personnel. Overall, when both the prevalence and frequency of factors mentioned in the interviews are examined, three themes emerged; administrative support, professional collaboration and academic support programs. Differences between district and school personnel are also examined. It is hoped that the themes identified can help inform all schools of successful practices for supporting academic achievement. (Contains 1 figure, 2 tables and 1 note.)