Studies on urban education and reform often focus on school failure, without exploring the positive impacts of curricula and pedagogy on student achievement. In addition, existing studies often ignore two central components: school learning climates and care. This case study investigates student, teacher, and administrator experiences in a high-performing urban school in the South. Findings reveal that Ella Baker Academy (pseudonym) is uniquely characterized by a family environment, caring teachers, and individualized student attention. The results of this study are crucial given the lack of research on effective school-based practices that promote high achievement in African American urban students.