The achievement gap problem is a growing phenomenon in the United States of America. In many schools, minority student populations are failing at alarming rates and are looking at different outcomes than those of their White and Asian counterparts. However, a few schools are breaking through the barriers of poverty, poor school attendance, low academic achievement, low assessment results, and other factors that contribute to the achievement gap. These schools are scattered across the country in surprisingly few numbers but are making a marked difference in the lives of minority youths. This case study examined one elementary school and its cultural norms, practices, and programs that have contributed to closing the achievement gap for minority student populations. Data were collected from four main sources: documents, surveys, interviews, and observations. The factors that emerged from Crestline Elementary School included collaboration as a cultural norm, shared leadership and differentiated instruction as a practice, and faithful implementation of the core literacy program for all students (specifically, English language learners). These factors were clearly evident in many settings and observations throughout the data collection process. The essential learning at Crestline could help similar schools to reduce the achievement gap and ensure that all students learn. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]