A significant gender gap continues to exist within computer science (CS) education, despite nationwide emphasis in the U.S. on improving CS education equity and access. To explore this issue, we conducted an ethnographic case study within a classroom at Forest View High School (FVHS, pseudonym) where girls' participation in CS was consistently higher than state averages over 12 years. We sought to understand teacher and student experiences within this gender-inclusive program. Data were collected over three months through observations, interviews, course documents, and reflections. Results indicate three strategies for supporting a more gender-inclusive classroom: (1) Providing personalized and relevant learning experiences; (2) focusing on growth mindset development; and (3) creating a welcoming environment. Implications for practice include providing assignment choice and personalized one-on-one support for students, modeling a growth mindset and providing opportunities to learn from failure, and building personal relationships with students and incorporating humor. Overall, teachers can act as agents of social change within the CS classroom, and play an essential, central role in broadening participation and equity initiatives. However, this work must also be supported by administrators, counselors, and other school stakeholders to be effective for enacting change.