The underrepresentation of ethnic minority and economically disadvantaged students in gifted education must be understood in terms of broader school contexts and practices. This qualitative study investigated how teachers and schools contributed to the academic success of minority students of high potential from economically disadvantaged backgrounds. Researchers collected observation, interview, and documentary data for 2 years at each of three case study sites with a reputation of effectiveness in supporting academic success of minority students from low-income backgrounds. Data indicated that (a) teachers and schools can positively affect achievement without being exemplary in all facets of their practice, (b) teachers' and schools' definitions of success shape students' opportunities for achievement, (c) developing the capacities of high-potential students necessitates supported access to challenging curriculum for all minority students, and (d) educators who foster academic success in minority students support students to comfortably navigate dual cultural worlds.