Despite recent gains, Latinx students still lag behind other subgroups on measures of academic attainment. Explanations for this gap have ranged from pernicious deficit ideologies to deterministic frameworks which emphasize differences in human capital. While culturally responsive pedagogies are promising alternatives, there are few studies that provide empirical evidence of their potential. This article addresses this gap by drawing on two qualitative case studies of majority Latinx odds-beating high schools (where Latinx student performance is better than statistically expected). The strategies used by these schools provide useful examples for educators and policymakers seeking to improve academic outcomes among Latinx students.