Historically students of color living in poverty have been provided substandard educational opportunities. Still today, many schools in urban settings with large concentrations of students of color who live in poverty continue to provide educational opportunities with lowered expectations of the students. Additionally, students of color are often over identified for special education and provided educational opportunities away from the general education population which promotes defacto segregation. Despite historical sentiments however, schools in this setting exist that foster high student performance and promote life long learners. This case study sought to identify what organizational systems and structures support effective school-wide instructional approaches that foster high student performance. One school that met the required profile of the case study was identified and analyzed. Through observations, interviews, and review of artifacts of this school it was determined that structures in place from federal and state government, along with district requirements provided a framework and funding for school systems to work from. Structures include No Child Left Behind requirements, Title I, standards-based instruction, assessments, and data analysis. Systems in place that promote high achievement stem from leadership, a culture of high expectations, professional development, and parental involvement. By way of these systems, instructional strategies implemented that supported students benefited from the mandated assessments and use of data driven decision making, standards-based instructional methods, professional development, professional learning communities, reflective teaching, and home-school communication. Additionally, to specifically support students of color, use of a culturally relevant and responsive pedagogy was explored. Based on the findings of this case study, it can be determined that when systems are in place to support student achievement, students of color are less likely to be labeled with a disability. Furthermore, with proper systems in place high poverty urban schools with large concentrations of students of color should be able to replicate results by building capacity in staff, maintaining high expectations for all stakeholders, and applying school-wide instructional techniques that reflect a culturally relevant and responsive pedagogy.