Urban schools have long been associated with low student achievement; large populations of students and color and those living in poverty have often been to blame. However, despite these historical trends, some studies have shown that urban schools have been successful with their student populations. This study sought to identify the perceived systems and structures in place in urban schools that facilitate effective classroom instruction school-wide and have led to increased academic performance in students of color living in poverty. A comprehensive literature review discovered that it is a combination of systems working together to support, encourage, maintain and ensure effective classroom instruction. Systems found in the literature review included those for accountability, those that support curriculum and teaching, those that encourage the use of data and assessment and those that accommodate for change and promote sustainability. A qualitative case study of a successful urban school revealed perceived systems in place in the school matched those found in literature review. Additionally, a system that provides opportunities for parent and community involvement was found to be a factor in the success of the school.