The scholarly community has been neglectful in its study of those urban and predominantly African American schools that manifest agency in spite of persistent racial inequalities and poverty. Consequently, we are left to wonder whether anything good can come from urban African American schools, or from the communities where they are located. This article emanates from an investigation of two predominantly African American elementary schools in low-income communities--one in St. Louis, Missouri (1994-1997), and the other in Atlanta, Georgia (1999-2002)--both renowned for successfully educating their students. The author's findings have implications for educational theory and practice and suggest the need for multifarious studies of urban and predominantly African American schools, families, and communities. (Contains 4 tables and 18 notes.)