This research study examined the use of the Common Core curriculum on writing at an urban public high school and the use of learner-centered instruction on writing at an urban private high school, and how the two approaches may be connected to the writing achievement of male freshmen in college. I interviewed educators from high school through collegiate level who have taught within private and public high school. The research considered that the type of high school each male learner group attended and then entered college during academic years 2020--2023 and how it may have impacted their college writing achievement. The rationale for the study was to understand how teaching methods employed at each high school impacted male college freshmen writing proficiency. Thus, the following research questions were considered: How do high school educators describe their experiences using Common Core curricula to support writing achievement of male learners who are preparing to enter college? How do high school educators describe their experiences using leaner centered curricula to support writing achievement of male learners who are preparing to enter college? What educational resources do high school educators describe work best to support writing achievement of male learners who are preparing to enter college? The research methodology employed in this study was qualitative. The population included male college freshmen that attended an urban community college after their high school graduation within the academic years of 2020-2023. The targeted sample were college freshmen who attended an urban public or private high school before entering an urban community college. The interpretation of the research is that learner-centered instruction along with other factors impacted their college-level writing skills. [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.]