This case study of Bronxdale High School in New York was written to illustrate what a successful school serving diverse learners looks like and does when its practices are consistent with knowledge rooted in the sciences of learning and development. Most enter the school achieving well below proficiency levels on standardized tests; however, city data show students outperforming their peers and city averages in credit accrual, 4- and 6-year graduation rates, and enrollment in postsecondary education. Bronxdale's School Quality Review evaluation rated the school as "excellent" in rigorous instruction, teaching and learning effectiveness, teacher collaboration and development, and high expectations for students. Although the proliferation of local gangs makes the neighborhood unsafe, Bronxdale students note that they feel safe in their school. Recently, the New York City Department of Education designated Bronxdale as a model site for restorative practices--a school that other city school leaders visit in order to learn. This case explores the constellation of factors that have allowed Bronxdale to achieve these successes. Those factors include: (1) a compelling vision of students and school as a caring, safe, collaborative community, coupled with structures that build the trust and skills that make this possible; (2) the integration of inquiry instruction with social-emotional supports; (3) educative discipline that puts restorative practices into action; and (4) a faculty and leadership committed to "teaching the way that students learn best," continuously learning together in a community of practice. [Document last revised September 26, 2019.]