Efforts to support marginalized students require not only identifying systemic inequities, but providing a classroom infrastructure that supports the academic achievement of all students. This action research study examined the effects of implementing goal-setting strategies and emphasizing creativity in a culturally responsive classroom (CRC) on urban students placed at-risk of failure in a 12th grade writing classroom. Qualitative and quantitative data include pre-and post-surveys, student writing assignments, grades, pre-and post-focus groups, and teacher-researcher observations. Data indicate writing goals, creativity, and a CRC positively improved the independent writing performance of students and developed their confidence in and value for the writing process. This study will assist educators as they design learning environments and utilize strategies to teach writing to marginalized students.