This study examined urban and rural schools serving high poverty communities that have shown improved student achievement during the tenure of their current principals. The cases revealed that in addition to the core set of basic practices that Leithwood and Riehl (2003) contend are necessary, but not sufficient, for school success in almost any context (setting directions, developing people, and redesigning the organization), these principals responded to the challenging circumstances of their high poverty communities by establishing safe, nurturing environments for children and adults; setting high expectations for student performance, and holding everyone -students, faculty, parents, and themselves - accountable for meeting those high expectations.