In this report, the author shares her perspective on ten years of science-rich programming for high school youth at the American Museum of Natural History. This report includes: (1) A discussion of the theory of action and the rationale that underlies the AMNH youth programs; (2) A description of three of the programs that have been offered and the evolution in program design that has taken place over the years; (3) A description of the core common features of the programs; (4) A discussion of the benefits of the programs to youth participants; (5) An examination of the fundamental challenges that emerge from creating and offering programs for urban high school students in a science-rich institution; and (6) A discussion of key design features contributing to a successful museum-based youth program. This report will be of interest to funders seeking to support similar youth programs, to science-rich institutions hoping to design and implement such programs, and to a broader audience of people who are interested in finding ways to support the development of minority youth. It will also be useful to the American Museum of Natural History itself, as a record of its past accomplishments as well as a guide to future youth programming efforts. The AMNH youth programs show that it is possible to draw upon the assets of a science-rich institution and make them available to under-represented high-school aged youth. There is untapped potential in other science-rich educational institutions to offer this type of programming. Currently, few other institutions offer programs that match the duration or intensity of these AMNH offerings. The lessons learned from studying the AMNH after-school programs for high school youth provide an important model for others who might be interested in serving their local communities in similar ways. (Contains 2 footnotes.) [This report was written with the assistance of Anita Smith, Heather Mitchell, Barbara Heenan, and Mark St. John.]