This is an ethnographic report on a poor, black-populated, inner city school that is considered effective in an environment where others are failing. The study sought to provide a qualitative account that would allow identifying what factors make for school success. Positive community perceptions of the school and data on student achievement served as indicators of school effectiveness. The study involved interviews and detailed observations to describe the community, community/parent cooperation, school history, administration, personal interactions, and school/classroom activities. Special focus was directed at observing classes of high and of low achievers handled by Mrs. Gray, a teacher who was considered extremely effective, and whose high achieving pupils had demonstrated writing test scores that were equivalent to scores of comparable pupils in one of the richest communities in the United States. From the study, some factors believed to influence school success were identified: strong leadership; high expectations; emphasis on reading, writing, phonics, and spelling; careful evaluation; and parent involvement. It was suggested that Mrs. Gray's effectiveness as a teacher was due to her strong leadership; organizational and monitoring skills; ability to make students aware of lesson objectives; use of positive reinforcement; and democratic classroom practices. (Author/MJL)