This paper documents the findings of a case study of one K-10 urban expeditionary learning (EL) school. Drawing on theoretical perspectives consistent with the sociocultural theory, data were collected from a variety of sources that included a survey, interviews, field notes from classroom observations and other school activities. Thematic analysis was used to analyze data. The study revealed that expeditionary learning in York school was successful because of the school culture, structure, teachers' commitment, and community engagement. This implies that urban school reform hinges on choosing the right reform model, committed teachers and an engaging curriculum.