This article explores practitioner inquiry and culturally relevant pedagogy to create academic success with students facing high school exit examinations in Reading. In Florida, about one-third of African American students passed the test in 2010. Student perspectives on achievement, school processes, and engagement were incorporated with strategic practice to create a collaborative, classroom environment. Culturally relevant pedagogy, literacy theory, and English language arts instruction were integrated with student's perspectives in curriculum design and instruction. (Contains 1 note.)