Students who struggle in pursuit of postsecondary education tend to be Latino, Black, low-income, or first-generation college students. This article presents the case of a small public school serving students grades 6-12 from these traditionally underrepresented backgrounds in a large urban school district. Observations revealed that the school works to accomplish its primary mission of preparing students for college by merging academics with the socioemotional development of students. The relationships between and among students and staff in the school are the foundation upon which the school’s college-going culture is built. The study concludes with recommendations for ways to build a college-going culture in similar schools.
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