The International Baccalaureate (IB) curriculum provides students with ample academically demanding learning experiences at the elementary, middle, and high school levels. A full continuum of IB offerings from 3-years-old to 12th grade at a southern school has not increased the percentage of graduates with IB diplomas as expected. This mixed methods study explored the DP exam scores of alumni from the class of 2012 to 2019 in relation to IB educational background and then their socioeconomic status. A sample of 10 administrators, teachers, and IB coordinators were interviewed to discuss effective strategies for encouraging more students to choose the full IB diploma pathway. The results of this study suggest that students' school and home environment have an impact on their academic success. Qualitative data analysis revealed the following factors were the most essential skills and strategies students need to be a successful IB graduates: learning/thinking skills, expanded student resources, and teacher professional development. It is important for schools to be aware of this achievement gap and understand the need for additional resources and strategies to meet the needs of their diverse students. While these strategies and skills may not be one size fits all, this study provides a start for meaningful conversations for schools to have on their own campuses to create change. [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.]