This qualitative case study sought to understand the strategies and services utilized by Early College High School educators to support at-risk students. At-risk students need diverse types of academic and social and emotional support before they attend college, and high school instructors must recognize which strategies propel students into postsecondary education (Lecy, 2021). The theoretical construct of this research study was guided through the viewpoint of Bandura's (1997) social cognitive framework, which shows how self-efficacy and perception affect academic self-concept. Darling-Hammond (2010) explains how innovative development and higher-level thinking are necessary for education to move forward and how growth may be accomplished through student-focused learning communities. To help combat outmoded education models and address the challenges that at-risk students face, the Early College High School program is a student-focused learning community that was created to offer support for college readiness and essential higher-order skills by engaging students in rigorous and individualized instruction (Alaie, 2011). Lecy (2021) reveals that current research is inadequate in identifying protective measures for at-risk students. The themes that emerged from this instrumental case study about the strategies and services utilized at an Early College High School included the importance of a college-going climate and culture, the positive impact of a rigorous curriculum, and the role of AVID professional development. The results of this study offer a deeper comprehension of how an Early College High School proactively prepares at-risk students by creating equitable access to postsecondary education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]