This qualitative case study proposes a pedagogy to support the academic success of students from historically excluded groups (HEGs), e.g. first-generation students, low-income students, and Students of Color, who are struggling academically. We adopted a 'student-ready' approach (McNair et al. 2016), which foregrounds institutional responsibility for meeting the needs of students. This study took place at a large, public, research-focused institution in the US. Undergraduate students from HEGs nominated faculty who they believed supported their academic success. Nominated instructors participated in semi-structured interviews and classroom observations to share more about their teaching. Data were analysed and categorized into themes: Creating a Culture of Learning, Demonstrating Care, and Meeting Students Where They Are. These themes were then applied to create a model of Student-Ready Critical Care Pedagogy, a teaching approach for working with struggling students.