Practices for improving adolescent literacy--which includes reading, writing, and speaking--are much discussed and debated among secondary school educators and researchers. At Discovery Middle School in Madison, Alabama, the debate has ended after teachers and administrators implemented several practices that elevated student achievement from mediocre to outstanding on Alabama's Seventh-Grade Direct Writing Assessment. At Discovery, students of similar ability levels increased overall writing assessment results from 59% of students scoring levels 3 and 4 (on a scale of 1-4) on the 2003 Writing Assessment to 86% scoring at levels 3 and 4 on the 2004 assessment. To find out how this significant increase occurred, the author spoke with teachers Kimberly Stewart and Nancy Forrest and one of the school's assistant principals, Sharon Willis. Their responses illustrate how organizational support, motivation, highly skilled teachers, professional development, and a collaborative learning environment encouraged both teachers and administrators to support literacy and increase writing achievement. An interview with Kimberly Stewart, Nancy Forrest and Sharon Willis is presented.