What does it mean for a school to be failing? Too often, answers to this question do not include insights from students of colour, their families, or teachers. In fact, schools, especially those that serve poor communities of colour, lack systemic opportunities for educators to hear directly from students. This qualitative case study yielded powerful critical race theory (CRT) counterstories from school community members about their experiences at a school categorised as needing improvement and 'underperforming' by the state. Counterstories offer a different view of the school. Students and family members described a place where educators went 'above and beyond' to support social and academic success of youth 'pushed out' of other schools. CRT counternarratives are also used to expose white racially framed metrics of school effectiveness and provide insight into alternative perspectives on school and student success.