Introduction Effective educational provision in disadvantaged communities in South Africa, particularly in inner cities, small towns, suburban and rural locations is an acute problem. The term disadvantage, defined as unfavourable conditions or circumstances, detriment or prejudice, implies (mostly poverty-related) social and material factors such as income, employment, housing, health and environmental conditions. Where multiple disadvantages combine, the odds weigh heavily against educational success. Despite this, some schools are highly effective and successful in the face of the most difficult socio- economic circumstances and challenges. This phenomenon was investigated in a research project of the Institute for Educational Research at the University of South Africa. Motivation It was assumed that case studies in which the features, problems, strategies and initiatives of successful schools in disadvantaged environments are described and analysed could be a powerful mechanism for encouraging good practice and thus helping others to raise standards. The study would bring the determinants of school success to the fore for future application in planning, controlling, coordinating and monitoring school effectiveness in disadvantaged environments. Research design Relevant data was gathered from primary and secondary literature sources. As far as possible, recently published materials were used in collecting data. The literature was critically analysed and summarised in a taxonomy of factors related to school success in disadvantaged environments. Principals, heads of departments and members of School Governing Bodies of successful schools in disadvantaged environments were interviewed to obtain the views, perspectives and experiences concerning the research focus. The study focussed on four successful secondary schools in disadvantaged communities, two rural, two urban. The methodology involved interviews, observations and document analysis. Main findings The attributes of a successful school in a disadvantaged environment, as derived from both the literature research and the empirical research, were summarised under the themes management, motivation, sharing and assessment. Some of the pertinent factors identified were: Management: Educational leaders (1) set personal and professional goals for themselves and the school; (2) obtain optimal community involvement with the school, whilst he or she is optimally involved in the community; (3) are good listeners and communicators and practise an open door policy; (4) involve all the stakeholders in decision-making; (5) exemplify hard work; (6) strive for 'win-win' negotiations; (7) demonstrate that success demands total commitment. Motivation: (1) Good discipline is maintained amongst staff as role models, encouraging learners to behave in the same way. (2) The school is a secure work environment, one with an atmosphere of excitement, possibility and productivity - it is understood that fear is counterproductive and stifles motivation. (3) Creativity and initiative are stimulated by involving educators in their own professional destiny meaningfully, by involving parents as stakeholders, as well as students as clients. (4) It is clearly understood that shared values, morality and commitment are far more important motivators than extrinsic needs. Sharing: (1) Participatory management that assures that each teacher, student and school patron shares in the responsibility of decision-making, is evident. (2) It is understood that success depends upon the cooperation, enthusiasm and support from others, particularly when change is desired and improvement is sought. Assessment: (1) It is understood that assessment and evaluation are at the cutting edge of school improvement. (2) All assessment procedures are earmarked to make teaching and learning more effective. (3) Teachers and learners feel involved in assessment and experience ownership of the process. The over-arching finding was that involvement of all stakeholders in schools in disadvantaged environments is the most pertinent success factor in ensuring school success. Recommendations The paper closes with an overview of the recommendations made pertaining to the role of officials, principals, teachers, learners, parents and community members towards school success in disadvantaged environments. The broader relevance of the recommendations is emphasised.