This critical qualitative study focused on what are the factors that contribute to high learner performance at a public school in South Africa. Purposive sampling was used and the data was produced via interviews with the participants (the principal, ten teachers, five ex learners and two parents) as well as observations of various school activities. Artistic license was used and the data presented in a three act play, each act focusing on a particular theme. The literature reviewed focused on functional and dysfunctional schools. A triptych theoretical approach (Marx, Bourdieu, Bronfenbrenner) underpinned this study. The key finding was the fetish for excellence with an enabling curriculum as a factor that as played an important role in contributing to high learner performance.