The authors developed a grounded theory about how a school serving relatively advantaged children produces high reading and writing achievement compared with schools serving similar populations of students. The school's faculty is reading and writing focused, and students experience many books as they receive explicit, demanding instruction (i.e., about how to read words, comprehend, write) connected to content learning. The school offers a positive, motivating environment. In sum, many elements that potentially supported achievement were identified, including explicit teaching of skills in the context of much reading, writing, and content learning, which is consistent with balanced perspectives on reading and writing development. A major hypothesis in the grounded theory is that even with relatively advantaged populations, great efforts may be required to produce high reading and writing achievement.