This study sought to determine the reasons why successful mathematics students have been able to thrive in schools labeled "academically unacceptable" and why they have chosen to stay in these "academically unacceptable" schools despite having the option to leave. Qualitative methods including group interviews, individual interviews, and open-ended questionnaires were used to address the above issues. The study involved "successful" mathematics students, and their mathematics teachers and principals from two high schools deemed "academically unacceptable." Results indicate that students attribute their success in mathematics to good teachers, and personal character traits (ability to focus, desire to succeed, determination, curious/inquisitive nature, and overall belief in self). Participants chose not to attend better performing schools because they feel comfortable at their current school, and have developed a degree of trust at their current school. Moreover, the participants believe that graduating from a school with problems such as those associated with "academically unacceptable schools" will better prepare them for the "real world." Educators and those who aspire to improve low-performing schools must pay heed to the advice of those students who have experienced success in low-performing schools in order to avoid exacerbating mathematics ineptness in such schools.